When selecting passages for reading, what should you base it on?

The selection of passages for reading should ideally be based on the student's grade level because grade level can provide a helpful indicator of the content complexity and vocabulary that typically aligns with the developmental stage of learners. This approach ensures that the reading materials are appropriate for the overall expectations of a certain age group, balancing challenge and accessibility.

Using grade level as a benchmark allows educators to curate texts that support curriculum standards and promote skills development aligned with what students are learning in the classroom. It can foster confidence and fluency, as students are likely to encounter materials that are designed to meet their emerging literacy skills.

In contrast, while a student's actual reading level is important, it might not always correspond with their grade level, especially in diverse classrooms where students may have varying literacy skills. Student interests, although crucial for engagement, do not always correlate with appropriate reading materials necessary for skill development. Lastly, focusing solely on the difficulty level of the text does not take into account the contextual factors such as the student's background knowledge and interests, which can influence their comprehension and enjoyment. Therefore, using grade level as a guiding factor helps streamline the selection process while considering a broader scope of educational standards.