Which of the following is most important to use when planning differentiated reading instruction for a diverse group of first graders?

Standardized test scores offer a broad overview of student performance but often fail to capture the nuanced reading skills of individual students. They may not reflect the current skill levels or specific areas where students need support, making them less effective for personalized instruction compared to skill-based preassessments.

Using texts at the median reading level can overlook the diverse needs of students who may be significantly above or below that level. This approach risks leaving some students unchallenged while others struggle, failing to provide the differentiated instruction necessary for effective learning in a diverse group.

While multiple versions of end-of-unit tests can assess different levels of understanding, they do not inform the planning of instruction prior to teaching. This choice focuses on assessment after instruction rather than on tailoring the instructional approach to meet students' varied needs, making it less relevant for initial planning.