How to Choose Reading Texts for ESL Classes

How to Choose Reading Texts for ESL Classes

Choosing the right reading texts for your ESL (English as a Second Language) students is one of the most important decisions you make as a teacher. The text you select can either motivate your students to read more or make them lose interest in the activity altogether. A good reading text not only develops comprehension skills but also enriches vocabulary, exposes learners to authentic language, and encourages discussion.

In this post, we’ll explore how to choose appropriate reading materials for ESL learners, considering their level, interests, and learning goals. We’ll also look at practical tips, types of texts, and common mistakes to avoid when planning reading lessons.

 

1. Why Choosing the Right Text Matters

Selecting a suitable reading text is about more than finding something in English. The right material can:

• Build confidence by offering an achievable challenge.
• Improve reading fluency and comprehension skills.
• Increase motivation through engaging and relevant topics.
• Support language acquisition by introducing real-life vocabulary and grammar in context.
• Develop critical thinking through analysis, prediction, and interpretation tasks.

If a text is too hard, learners become frustrated and disengaged. If it’s too easy, they get bored. That’s why balance is key.

 

2. Consider Your Students’ Language Level

The first step in choosing a reading text is assessing your students’ proficiency level. A beginner will struggle with authentic news articles, while an advanced learner may find simplified stories unchallenging.

Tips by Level:

• Beginners (A1–A2)
  Choose short, simple texts with high-frequency vocabulary and visual support. Examples: graded readers, simple stories, or short dialogues.
• Intermediate (B1–B2)
  Opt for slightly longer texts with more complex sentence structures and a mix of familiar and new words. Examples: news summaries, magazine articles, or adapted short stories.
• Advanced (C1–C2)
  Challenge students with authentic texts like newspaper editorials, research excerpts, or literature. The focus can shift to critical reading and interpretation.

A useful rule is the “5-finger rule”: if a student doesn’t understand more than five words on a page, the text is likely too difficult.

 

3. Match Texts to Learners’ Interests

Interest is a powerful motivator. When students care about what they’re reading, they’re more likely to persist, even with difficult material.

Before selecting a text, ask yourself:

• What topics do my students enjoy? (e.g., sports, technology, travel, culture)
• Is the content age-appropriate and culturally relevant?
• Can the topic connect to their real lives or experiences?

For example, teenagers might enjoy texts about pop culture, social media, or environmental issues, while adult learners might prefer articles about work, health, or current events.

Practical Tip:

Use short surveys or quick discussions to find out what students like. Then, choose texts that reflect their preferences.

 

4. Define Your Lesson Objectives

Every reading lesson should have a clear goal. Are you focusing on:

• Reading for gist (skimming)?
• Reading for details (scanning)?
• Vocabulary building?
• Grammar in context?
• Discussion or writing follow-up?

Your objective determines the type and difficulty of the text. For example, if your aim is to teach scanning skills, a text with numbers, dates, or names is ideal. If your goal is to encourage critical thinking, opinion pieces or argumentative articles work best.

Always align your reading text with your lesson aims, not the other way around.

 

5. Balance Authenticity and Accessibility

Authentic texts—real materials written for native speakers—can be highly motivating because they expose learners to real-world language. However, they can also be overwhelming if they’re not adapted.

Options to Consider:

• Authentic texts: newspapers, blogs, advertisements, brochures, recipes, or emails.
• Semi-authentic texts: real materials that are slightly simplified or shortened.
• Graded readers: books specifically written or adapted for language learners, categorized by level.

The best approach is often a mix: use graded materials to build confidence and authentic materials to expose students to real language.

 

6. Check the Text’s Length and Structure

The length of a text affects both motivation and manageability. Beginners may only handle short paragraphs, while advanced learners can manage several pages.

Look for:

• Clear structure: a logical flow with headings, subheadings, and paragraphs.
• Predictable organization: chronological order, cause-effect, problem-solution, etc.
• Readable layout: spacing, font size, and visuals that support comprehension.

Remember that the goal is to teach reading skills, not test memory. A short, focused text can often achieve this better than a long one.

 

7. Evaluate Vocabulary and Grammar Load

Too much new vocabulary can make a text unreadable. Ideally, learners should already know 90–95% of the words in a text to understand it comfortably.

How to Evaluate:

• Skim the text and highlight difficult words.
• Ask yourself if key vocabulary can be pre-taught.
• Check whether complex grammar structures can be explained in context.

If too many words or phrases are unfamiliar, consider simplifying the text or using comprehension aids like glossaries or visuals.

 

8. Ensure Cultural and Topical Appropriateness

ESL classrooms are often multicultural, so choose texts that respect diverse values and perspectives. Avoid materials that might be controversial or offensive unless you plan to use them for critical discussion in advanced classes.

Also, consider whether the topic is timely and relevant. Outdated texts can make lessons feel disconnected from real life.

For example, an article about “how to use a fax machine” is probably not as useful as one about “how AI is changing communication.”

 

9. Use a Variety of Text Types

Exposing students to different genres helps them develop flexible reading strategies and prepares them for real-world reading tasks.

Some text types to include:

• Narrative: stories, biographies, novels.
• Descriptive: travel guides, blog posts, product descriptions.
• Expository: news articles, reports, factual texts.
• Argumentative: opinion columns, reviews, essays.
• Functional: signs, menus, instructions, advertisements.

Rotating among these genres keeps lessons fresh and helps learners adapt to multiple reading purposes.

 

10. Try the Text Yourself

Before giving a text to your class, read it as if you were a student. Notice where you might struggle or lose interest. Ask:

• Are there confusing or outdated references?
• Does it fit the students’ time limit and attention span?
• Can you build engaging pre-reading and post-reading activities around it?

Testing the text in advance saves time and prevents frustration during class.

 

11. Adapt Texts When Necessary

Sometimes you find an excellent article that’s just a bit too difficult or long. Instead of discarding it, adapt it:

• Simplify vocabulary or rephrase complex sentences.
• Cut unnecessary sections without losing the main idea.
• Add comprehension aids, like pictures, glossaries, or comprehension questions.

Adaptation lets you make great resources accessible to your learners while keeping authenticity.

 

12. Use Technology to Enhance Reading

Digital tools can make reading more interactive and enjoyable. You can:

• Use online news platforms like News in Levels or Breaking News English that provide articles by level.
• Add audio versions for listening and pronunciation practice.
• Create digital quizzes or comprehension games.
• Encourage online discussions about the text.

This helps students engage with reading both in and outside the classroom.

 

13. Common Mistakes to Avoid

• Choosing texts only you like. Always prioritize students’ interests.
• Ignoring text difficulty. A text beyond learners’ level discourages reading.
• Skipping pre-reading activities. Students need context to understand new material.
• Using only one type of text. Variety develops well-rounded reading skills.
• Focusing only on comprehension questions. Include prediction, discussion, and critical thinking tasks.

 

Conclusion

Choosing the right reading text for your ESL class is both an art and a science. It requires understanding your students’ needs, setting clear objectives, and balancing challenge with enjoyment. When learners read texts that interest them, match their level, and connect to their lives, they don’t just improve their English—they become lifelong readers.

By carefully selecting and adapting materials, you can turn reading lessons into powerful opportunities for growth, curiosity, and communication.