Difficulty: Hard

Average Score: 33%

To ensure that first-grade students are given the most appropriate texts for guided reading, a teacher should select texts that

Rationale

To ensure that first-grade students are given the most appropriate texts for guided reading, a teacher should select texts that can be expected to produce four or more student errors per page.

Guided reading is designed to provide students with texts that challenge their reading skills and promote learning through error correction. Texts that elicit errors allow teachers to offer targeted support and instruction, helping students develop their reading strategies.

A (students can read without making any errors) YOUR ANSWER

Selecting texts that students can read without making any errors would not provide the necessary challenge for their development. If students are not encountering any difficulties, they are unlikely to engage in the critical thinking and problem-solving processes that guided reading aims to foster.

B (students like to read during independent reading time) YOUR ANSWER

While student interest is important, a text simply being liked does not ensure it is appropriately challenging for guided reading. The effectiveness of guided reading lies in selecting texts that promote growth, which may not always align with a student's personal preferences or comfort level.

C (can be expected to produce four or more student errors per page) CORRECT

Choosing texts that are likely to produce four or more errors per page is beneficial because it indicates the text is appropriately challenging for the students. This level of difficulty encourages students to think critically about their reading and helps teachers identify areas where additional support is needed.

D (contain the appropriate grade-level rating label) YOUR ANSWER

While grade-level rating labels can guide text selection, they do not account for individual student abilities or needs. A label may not accurately reflect whether a text is challenging enough to promote learning, as each student progresses at their own pace.

Conclusion

In guided reading, selecting texts that produce a certain level of student errors is crucial for fostering literacy development. By choosing texts that challenge students appropriately, teachers can facilitate meaningful learning experiences that enhance reading skills. The aim is to create opportunities for students to navigate difficulties, receive guidance, and ultimately improve their reading proficiency.

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