When selecting informational texts, what best shows consideration of students' background knowledge?

• A. Selecting excerpts from texts that the class has already read together
• B. Selecting a single text that students are required to read for the exercise
• C. Selecting texts on a variety of topics that appeal to students' interests
• D. Selecting texts about topics the class has studied previously

Answer: (D)

Tying new informational texts to what students already know helps them connect new ideas to familiar concepts, vocabulary, and experiences, which strengthens comprehension and retention. The choice that uses topics the class has studied previously directly activates that prior knowledge, giving students a solid framework to interpret, compare, and organize new information. When students recognize related ideas and vocabulary from prior lessons, they can better predict content, ask meaningful questions, and integrate details into their growing understanding.

The other options don’t provide that same bridge to prior learning. Using only excerpts from texts the class has already read can limit exposure to new information and broader understanding. Requiring a single text for an exercise doesn’t leverage the students’ existing knowledge or allow for broader connections. Selecting texts on topics that simply align with students’ interests may boost engagement but doesn’t ensure a foundation built on what they already know, which is key for meaningful comprehension.