Correct Response: A. The information provided in the scenario indicates that the student reads aloud accurately and with fluency, but the student does not consistently remember key details or events after reading. The teacher should provide evidence-based instruction in narrative text structure (story elements) using a scaffold, such as a graphic organizer, as a first step in supporting the student's reading comprehension of literary texts. Graphic organizers based on story grammar would support the student in identifying and recalling key elements such as characters, setting, and events, as well as the relationships between story elements. The latter would also support the student's literary analysis. Option B is incorrect because this strategy is effective for developing fluency, which is not an area of difficulty for this student. Option C is incorrect because, while limited vocabulary knowledge can be a factor impeding reading comprehension, Tier Three vocabulary—technical vocabulary related to a specific discipline or content area—does not commonly appear in second-grade literary texts and, therefore, is unlikely to be the source of the student's comprehension difficulty. Option D is incorrect because this practice does not address the likely source of the student's difficulty, an inability to identify and recall important details in the context of a longer story. A three-sentence story would likely include only essential information, so it would not require discerning between important and unimportant details.
