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

Standardized test scores provide a broad overview of student performance but often fail to capture the specific skills and needs of individual students. These scores may not reflect a child’s current abilities or learning styles, making them less useful for planning targeted, differentiated instruction.

Using texts at the median reading level may overlook the diverse range of reading abilities present in a first-grade classroom. This approach can lead to disengagement for both advanced and struggling readers, as it does not accommodate the unique needs of each student, thereby hindering effective differentiation.

While multiple versions of end-of-unit tests can assess different levels of understanding, they do not inform the planning stage of instruction. These tests are designed for evaluation after instruction has occurred, rather than guiding the initial differentiation of reading materials and strategies based on students' specific skills.