This article explores the question of the constitution of a corpus for the firstgrade, to determine a possible convergence of the issues usually separated between reading by pupils and guided reading by the teacher. First, it presents a survey conducted at CP on weekly readings chosen at the library of Richebourg elementary school in Lons-le-Saunier and lists the books used by the teacher as learning materials in the class within this same school. It then tries to analyze the reasons for the difference between these actual readings and those prescribed and then proposes possible solutions (criteria for choosing the corpus, sequence of readings) which would aim to create a coherent didactic progression from a corpus that takes into account both the requirements of prescribers and the tastes of pupils.