A first-grade teacher selects texts to use to model comprehension strategies to students. Which of the following steps would be most important for the teacher to take when deciding which texts to use?

• A. asking students what types of books they want to read
• B. analyzing the text for possible supports or barriers to understanding
• C. providing students with other texts by the same author or in the same genre
• D. searching the Internet to find positive and negative reviews from other educators

Answer: (B)

When modeling comprehension strategies for first graders, the most important step is to examine the text for features that will support or hinder understanding. By analyzing a text, a teacher can see where illustrations, predictable language, shared sight words, and text structure will help students make meaning as you model strategies like predicting, questioning, monitoring, and clarifying. This makes the modeling concrete: you can plan prompts, think-alouds, and supports that fit what students will encounter in that text, and you can decide where they’ll need extra scaffolding or opportunities to apply a strategy. It also supports differentiation, ensuring the text is within reach yet offers just enough challenge to practice the strategy with guidance from the teacher. Other steps might influence motivation or broaden exposure, but they don’t directly ensure the text chosen will effectively demonstrate how to use comprehension strategies in the moment.