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Correct Answer: gone with the wind
the question pertains to selecting appropriate nonfiction materials for read-aloud sessions in educational settings, particularly chosen to stimulate interest and model the importance of literacy. the examples provided in the question include a newspaper article on cancer research, an article in sports illustrated about advances in protective gear in football, and two syndicated columns that discuss opposing views on a current issue. these examples are well-suited for read-alouds because they are relevant, timely, and can provoke discussion and critical thinking about real-world issues.
however, "gone with the wind" is listed among the potential choices, and it is identified as the incorrect choice. "gone with the wind" is a historical fiction novel written by margaret mitchell, which is set during and after the american civil war. it is primarily a work of fiction, not nonfiction, and therefore does not align with the criteria set for the read-alouds in this context, which emphasizes nonfiction materials that are brief, current, and directly informative or discussion-provoking.
the emphasis on nonfiction in read-alouds, as proposed in the question, is to ensure that the content is directly related to real-world topics and factual information. nonfiction read-alouds can efficiently educate students on recent research, current events, or factual debates, making them highly suitable for incorporation into direct instruction that aims to enhance students' knowledge and critical thinking skills about actual occurrences and facts.
nonetheless, the mention of "gone with the wind" in the explanation serves to remind us that while the focus here is on nonfiction, fiction also holds a valuable place in educational settings. fiction can be used to enrich students' understanding of historical contexts, explore societal issues, and engage with complex characters and narratives that simulate real-life conflicts and resolutions. for instance, a history teacher might use "gone with the wind" to discuss the social and cultural aspects of the american south during the civil war and reconstruction era. similarly, a sociology teacher might utilize science fiction, like isaac asimov's robot novels, to explore theoretical social systems and human interactions in varied settings.
in summary, while fiction like "gone with the wind" can enrich teaching and provide deep educational value, it does not meet the specific criteria for read-alouds aimed at highlighting current, factual topics in this particular instructional context. hence, it is marked as an example that does not fit the nonfiction requirement for this type of read-aloud activity.
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