85. To ensure that first-grade students are given the most appropriate texts for guided reading, a teacher should select texts that
Answer: C
Texts selected for first-grade guided reading should be expected to produce four or more student errors per page.
Selecting texts that can be expected to produce four or more student errors per page allows for targeted instructional support and helps teachers identify areas where students may need additional practice and intervention.
A) students can read without making any errors
This option is incorrect because selecting texts that students can read without errors does not challenge them and does not promote learning. Guided reading is most effective when students encounter texts that stretch their abilities and require thoughtful engagement.
B) students like to read during independent reading time
While student interest is important, this option does not focus on the instructional purpose of guided reading. A text chosen solely based on student preference may not provide the appropriate level of challenge necessary for development in reading skills.
C) can be expected to produce four or more student errors per page
This option is correct as it aligns with the purpose of guided reading. Texts that create opportunities for errors can help teachers assess students' reading strategies and comprehension skills. This approach encourages learning through error correction and guided support.
D) contain the appropriate grade-level rating label
Although grade-level ratings can offer a general guideline, they do not guarantee that a text will be effective for every student. A text may be labeled as appropriate for first grade but could still be too easy or too difficult for a particular student, which is why error analysis is more critical.
Conclusion
The rationale for choosing texts that can be expected to produce four or more student errors per page centers on fostering growth through guided reading. This approach enables teachers to tailor instruction to meet the specific needs of their students, while the other options either lack focus on instructional strategy or do not adequately address the complexities of student reading development.