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Which of the following is a characteristic of the guided reading system for text leveling developed by Fountas & Pinnell?

Rationale

Texts are assigned a level from A-Z.

The guided reading system developed by Fountas & Pinnell categorizes texts into levels from A to Z, providing a clear framework for educators to assess and match texts to students' reading abilities. This system allows for differentiated instruction tailored to individual learners.

A (Texts are assigned a grade level.) YOUR ANSWER

While some reading programs may categorize texts by grade level, the Fountas & Pinnell system specifically uses letter levels (A-Z) to provide a more nuanced understanding of text complexity. Grade-level assignments can be somewhat arbitrary and do not reflect the varying reading skills within a single grade.

B (Texts are assigned a numeric identifier, such as 520.) YOUR ANSWER

Numeric identifiers like Lexile measures (e.g., 520) indicate text complexity but are not part of the Fountas & Pinnell guided reading system. This system focuses on letter levels to facilitate more targeted reading instruction rather than solely relying on numerical values.

C (Texts are assigned a level from A-Z.) CORRECT

This statement accurately reflects the core characteristic of the Fountas & Pinnell guided reading system, which utilizes a letter-based leveling system from A to Z. This approach assists educators in selecting appropriate texts that align with their students' reading development and proficiency.

D (Texts are assigned a numeric or alphanumeric score, ranging from A1-80.) YOUR ANSWER

The Fountas & Pinnell system does not use a numeric or alphanumeric scoring system like A1-80. Instead, it employs a simple alphabetical system (A-Z) to categorize texts, making it easier for educators to identify suitable reading materials for their students.

Conclusion

The Fountas & Pinnell guided reading system is characterized by its use of levels from A to Z, allowing for precise matching of texts to students' reading abilities. Other options, such as grade levels or numeric identifiers, do not accurately represent the structure of this system. By focusing on letter levels, educators can effectively support diverse reading needs and foster literacy development in their classrooms.

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