This article examines the principles and criteria for selecting and designing instructional content aimed at developing reading skills of B1 level learners in secondary school contexts. Based on the Common European Framework of Reference for Languages (CEFR) and contemporary research in second language acquisition, the study analyzes text types, lexical and grammatical complexity, task design, and pedagogical alignment required for effective reading instruction at the intermediate level. The methodology relies on qualitative analysis of academic literature, CEFR descriptors, and empirical studies on reading pedagogy. The findings indicate that well-selected authentic and semi-authentic texts, combined with strategy-based tasks and cognitive engagement, significantly improve learners’ reading comprehension, autonomy, and critical thinking skills. The article contributes practical recommendations for curriculum designers and teachers working with B1 level learners in school settings.