The last common core anchor standard is perhaps the most controversial of the anchors. It reads as follows:
Read and comprehend complex literary and informational texts independently and proficiently.
On the surface, it doesn’t seem too inflammatory, but the debate / discussion has centered around the qualifier “complex”. Literacy and English teachers voiced a few concerns about this standard: what is considered complex and second how do you ensure that everyone is reading in their level of productive struggle?
First, many have expressed concerns over the actual definition of complex. Some feared that teachers would apply an overly simplistic definition and rely solely on reading formulas (like Lexile scores) to determine what would be considered as sufficiently difficult. They argue that some texts -- like Hemingway for example-- are quite rigorous in form and content, but measure really low in readability (since he is known for short, declarative sentences with a low frequency of unique or rare words). By the formula, his work might indicate a seventh grade reading level, but in content, he requires a substantial amount of cultural, historical, and even literary background. So in general, educators worried that this standard might be unnecessarily confining in what teachers assign for their readings.
Another concern is how to differentiate assignments. Putting “complex” texts into the hands of students assumes that teachers will be able to identify what might be “complex” for each student, since students within a class will be a different reading levels. This is quite difficult to do. It requires both extensive planning and a willingness to let go of traditional notions of assessment. It requires extensive planning because instead of one universal text for the entire class, teachers will need to find multiple texts, all dealing with the same topic but written at varied levels. It requires letting go of traditional notions of assessments, since it would be really difficult to create a standard multiple choice quiz or objective test for each leveled text. Therefore, teachers have to learn to assess comprehension and understanding of texts through other -- typically less conventional -- means.
Setting aside these critiques, it is generally good to put students into texts that will be challenging, but not frustrating, for them to read. Logistically, it is difficult, but there are a few things teachers can do.
- Offer choice: While this requires a lot of extra work, the payoff can be substantial. Some English classes have started to do this, offering more “seminar” novel options.
- Alternative texts: In some cases, students can be given access to the same text but in at a lower reading level. There are shortened or abbreviated texts for many classics. The biology textbook has a resource book that has condensed the concepts into easier reading. And websites like NEWSELA offer articles that are written at three different reading levels (8th, 6th, 5th).
- Scaffolding: In some cases, it isn’t about finding different texts, it’s about scaffolding the assignment for those who need more guidance. In this case, everyone reads the same text. However, (depending on the student), they might get additional tools to help them get through the text. Scaffolded activities include more pre-reading activities, more explicit help finding key / important ideas, sentence starters, or even graphic organizers.
- Recorded Editions: In some cases, students might be able to access difficult texts through recorded books / text. In this case, students can free up the cognitive load usually employed to decode the text by listening to the text.
Reading complex texts requires much more concentration and focus. It also requires much more endurance, motivation and resilience. Yet doing so comes with a host of benefits. Students can build their toolbox for critical reading, which is good preparation for college. They are exposed to new vocabulary (within natural contexts), they learn about new and exciting concepts and are introduced to people and ideas that they wouldn’t otherwise experience. Ultimately, they gain a sense of confidence and agency, meaning that they feel as though they can face complex texts in the future and be able to survive that experience.
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