Range of Reading and Level of Text Complexity of the CCSS
The CCSS makes sure that students are reading texts of appropriate complexity for their grade level but are also being exposed to literature from diverse cultures and time periods. They should be reading these varieties of text with comprehension and reading for deeper meaning. According to Allyn (2013), the CCSS standards have pushed for a staircase of text complexity after finding that many students who reached college were not reading at a college level of difficulty (p. 26). She also states that man schools need to raise the rigor of instruction to make students more college and career ready. The CCSS does a nice job of increasing that difficulty each grade level in what is known as the "Standards Staircase". This staircase allows teachers to see exactly where the child will start and where they will end in their learning. Allyn states that the strength of each step is dependent on those below it (p. 69). Therefore, the foundation needs to be taught before moving up the staircase.
The Text Complexity Staircase
"Just as it's impossible to build muscle without resisitence, it's impolissble to build robust reading skills without reading challenging text (Shanahan, FIsher, & Frey, 2012, p. 68)" Allyn takes that quote into consideration and offers six core principles for responding to the Common Core STate Standards' demands for increased text complexity.
- Core Principle for Text Complexity 1 - All Students Need Exposure to Complex Texts: According to Allyn (2013), all students need rich and rewarding opportunities to work with complex texts (p. 69). Not all students can read grade level texts, but teachers must give them what they need to be able to read those complex texts and experience what reading is all about
- Core Principle for Text Complexity 2 - All Schools Should Employ Effective Teaching Practices for English Language Arts: "Adding complex text to a classroom without focusing on effective teaching practices will hinder learning (Allyn, 2013, p. 70)", therefore teachers need to use effective literacy instruction that includes: every child reads something he or she chooses, reads accurately, reads something they understand, writes about something personally meaningful, talks with peers about reading and writing and listens to a fluent adult read aloud (p. 71).
- Core Principle for Text Complexity 3 - All Students Need Practice with Instructional Texts: Through this principal, students need to be able to work with texts at their own level or they will not progress. They need to work with texts they can read with a high level of accuracy and comprehension. Students also need to be exposed to both direct instruction and independent practice where they will be exposed to different levels of text complexity. These types of texts include: various genres, wide ranges of authors, and multiple cultures (p. 72).
- Core Principle for Text Complexity 4 - All Educators Need to use Comprehensive Methods for Determining Text Complexity: Teachers need to look at Qualitative Features, Quantitative features and Reader and task objectives when deciding on text complexity.
- Core Principle for Text Complexity 5 - All Educators Need a Thorough Professional Knowledge of Literature: Allyn states that teachers must be familiar with children's literature to assess text complexity on all levels (pg. 75). Teachers should also be ready to recommend books, find new books, and know your students reading interests in order to help students closely read and understand the grade-level text (p. 76).
- Core Principle for Text Complexity 6 - All students Need to Develop Strong Personal Reading Identities: "It is crucial that students be given ample opportunity not only to read complex texts but also to discover who they are and where they need to go as readers (Allyn, 2013, p. 76)." Teachers should be encouraging students to reflect on strengths and weaknesses to really understand themselves as a reader.