Because of their diverse literacy needs, our students need us to differentiate the product, process and content of learning according to their learning style, interest and readiness. Literacy research does not remind us that learning materials must not be too difficult as to frustrate nor should they be too easy as to not challenge student thinking. But, it also reminds us that each unique literacy experience requires that our students use prior knowledge and strategic literacy habits in order to tackle a text's unique characteristics. Asking every student to read the same text with the same purpose and while using the same strategy makes the literacy event too easy for some and too difficult for others. If our ultimate goal is to influence the way our students think with texts, we can provide more than one option for students as they read a text.