Correct Response: B. Since most decodable texts are constructed specifically for the purpose of supporting students' decoding development, their stories are not necessarily sufficiently developed to support grade-level comprehension instruction, especially for older students such as the third graders in this scenario. A well-developed story includes, either explicitly or implied, essential story components or elements such as character(s), setting, an initiating event/problem, reactions to the initiating event/problem, attempts to carry out a plan in response to the main event/problem, consequences of the attempts or plan, and a resolution. Thus, by using decodable texts with an evidence-based scope and sequence for decoding instruction and complex, grade- level texts read aloud by the teacher for comprehension instruction, the teacher can support the students' ongoing development in both reading fluency and text comprehension. Options A, C, and D are incorrect because they do not explicitly address comprehension instruction.
