"Wow," I thought, "that must be just how my fourth grade students feel." It was a true ah-ha moment for me.
Here's what I learned:
- I must give my students difficult reading assignments. Not so hard that they're drowning, but hard enough that they're struggling. That struggle demonstrates growth.
- The reading assignments need to be long enough to get them to the point of "got-it." In other words, an excerpt is just not going to do the trick. It needs to be a substantial piece.
- The texts I ask them to read need to be engaging. That engagement will help them get through the difficult piece.
If you want to learn more about the CCSS's push for greater text complexity, it's all spelled out in Appendix A: Research Supporting Key Elements of the Standards and Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity.
Let me know what you think about the push for greater text complexity by commenting on this post.