Text Complexity

The Standards’ Approach to Text Complexity

The Standards define a three-part model for determining how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specific standards that require increasing sophistication in students’ reading comprehension ability (Reading standards 1–9). The Standards thus approach the intertwined issues of what and how student read. A Three-Part Model for Measuring Text Complexity As signaled by the graphic below, the Standards’ model of text complexity consists of three equally important parts (Appendix A-page 4). Updated Text Complexity Grade Bands and Associated Ranges can be found in the Appendix A Supplemental Update.

The Standards presume that all three elements will come into play when text complexity and appropriateness are determined.

The materials found here are examples created by Idaho teachers participating in the Idaho Coaching Network. More examples will be uploaded as developed. These working models will be augmented and updated in an iterative process as they are employed in the classroom. Educators are encouraged to review these documents to determine if they are appropriate for use in their individual classroom settings.

This site is designed for you to search for text complexity examples designed by Idaho teachers, as well as provide educators with links for additional support from outside of Idaho. Use the links below to assist you in your search.

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Additional Resources on Text Complexity