Text Complexity Innovation Configuration
Teacher Planning
Level 1
Never selects a random text/
or does not consider any of
the three factors
As classroom teachers we must give careful consideration to the texts
we select as anchor texts for instruction across disciplines throughout
our day.
Level 2
Occasionally selects text
based on range, quality, and
complexity using all three
factors
Level 3
Consistently selects text
based on range, quality, and
complexity using all three
factors
IC Authors: Sierra Haddix, Ashley Gray, Lacey Hochenauer, Rachel Stanton, Jenni Miscavish
Level 4
Always selects text based on
range, quality, and complexity
using the following three
factors:
 Quantitative
considerationsReadability measures
and other scores of
text complexity
(Lexile, TRC)

Qualitative
considerations- Levels
of meaning, structure,
language
conventionality and
clarity, and knowledge
demands

Reader and TaskReader variables
(motivation,
knowledge,
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1.31.14
Text Complexity Innovation Configuration
experiences) and task
variables (purpose,
complexity, &
questions posed)
Never uses the Common Core Occasionally uses the
Text Complexity Tool to
Common Core Text
analyze text
Complexity Tool to analyze
text
Consistently analyzes text
using Common Core Text
Complexity Tool
Always analyzes text using
Common Core Text
Complexity Tool (CCTC)
Never provides students
opportunities with either
literary or informational text
Occasionally provides
students opportunities with
only literary or informational
text
Consistently provides
students opportunities with
both literary and
informational text
Always provides students
opportunities with a variety
of genres both literary and
informational text (poems,
fables, legends, speeches,
political cartoons, etc.)
Never establishes the
purpose for reading,
highlighting specific reading
skills/ strategies.
Occasionally establishes the
purpose for reading,
highlighting specific reading
skills/ strategies.
Consistently establishes the
purpose for reading,
highlighting specific reading
skills/ strategies and
prepares text-dependent
questions and answers.
Always establishes the
purpose for reading,
highlighting specific reading
skills/ strategies and
prepares text-dependent
questions and answers.
Never implements highcomplexity text across the
disciplines
Occasionally implements
high-complexity text across
the disciplines
Consistently implements
high-complexity text across
the disciplines
Always implements highcomplexity text across the
disciplines
IC Authors: Sierra Haddix, Ashley Gray, Lacey Hochenauer, Rachel Stanton, Jenni Miscavish
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Text Complexity Innovation Configuration
During Instruction
Teachers use this this best practice to scaffold instruction with the purpose to
build the habits of readers as they engage with complex texts of the discipline
and to build their stamina and skills to be able to do so independently
Level 1
Level 2
Level 3
Teacher rarely utilizes close
reading as an instructional
tool for high complex texts.
[See close reading procedure
on Lindbergh Live]
Teacher occasionally utilizes
close reading as an
instructional tool for high
complex texts. [See close
reading procedure on
Lindbergh Live]
Teacher regularly utilizes
close reading as an
instructional tool for high
complex texts. [See close
reading procedure on
Lindbergh Live]
Teacher frequently utilizes
close reading as an
instructional tool for high
complex texts. [See close
reading procedure on
Lindbergh Live.]
Teacher does not ask textdependent questions during
read aloud, mini lessons,
shared reading across the
disciplines, using high
complex texts.
Teacher occasionally asks
text-dependent questions
during read aloud, mini
lessons, shared reading
across the disciplines, using
high complex texts.
Teacher consistently asks
text-dependent questions
during read aloud, mini
lessons, shared reading
across the disciplines, using
high complex texts.
Teacher always asks textdependent questions during
read aloud, mini lessons,
shared reading across the
disciplines, using high
complex texts.
Teacher does not state the
purpose of the text and task
and does not provide
background knowledge.
Teacher occasionally states
the purpose of the text and
task and provides limited
background knowledge.
Teacher states the purpose of
the text and task and
provides necessary
background knowledge.
Teacher clearly states the
purpose of the text and task
and provides necessary
background knowledge.
Teacher does not use a
variety of genres.
BYOC Reference?
Teacher will use a variety of
familiar genres and to help
comprehend the content.
Teacher will use a variety of
genres, both familiar and
unfamiliar, to help
comprehend the content.
Teacher will thoughtfully use
a variety of genres, both
familiar and unfamiliar, to
help comprehend the content.
IC Authors: Sierra Haddix, Ashley Gray, Lacey Hochenauer, Rachel Stanton, Jenni Miscavish
Level 4
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1.31.14
Text Complexity Innovation Configuration
Teacher does not use peer
communication and
collaboration.
Teacher utilizes limited
strategies that use peer
communication and
collaboration.
Teacher purposefully utilizes
some strategies that promote
peer communication and
collaboration as a
clarification tool.
Teacher purposefully utilizes
a variety of strategies that
promote peer communication
and collaboration as a
clarification tool.
Teacher does not scaffold
instruction.
Teacher will scaffold
instruction to support the
needs of some students.
Teacher will scaffold
instruction to support the
needs of all students.
Teacher will thoughtfully
scaffold instruction to
support the needs of all
students.
IC Authors: Sierra Haddix, Ashley Gray, Lacey Hochenauer, Rachel Stanton, Jenni Miscavish
4
1.31.14
Text Complexity Innovation Configuration
Formative and
Summative Assessment
Level 1
During this time teachers will assess students’ independent application of the
skills taught during instruction.
Level 2
Level 3
Level 4
No opportunity for students
to apply the skills taught.
Teacher provides
independent experiences to
apply the skills taught.
Teacher provides purposeful
independent experiences to
apply the skills taught.
Teacher provides frequent
and purposeful independent
experiences to apply the skills
taught. (homework, Respond
to Reading, etc.)
No conferences are held.
Teacher rarely conferences
with students.
Teacher conferences with
students taking anecdotal
records and help student to
set a goal.
Teacher consistently
conferences with students
taking anecdotal records to
help student set a time
sensitive goal.
Teacher does not administer
formative assessments.
Teacher administers
formative assessments.
Teacher administers
formative assessments and
will use results to inform our
remedial instruction.
Teacher administers focused
formative assessments and
will use results to inform
remedial instruction. (BYOC
Unit Test, checkpoints,
Predictives, etc.)
Teacher moves on with
instruction without
remediation/extension.
Teachers seldom create
opportunities for
remediation/extension.
Teachers consistently create
opportunities for
remediation/extension.
Teachers always creates
opportunities for remediation
(conferencing, small groups,
homework and tutoring, etc.)
IC Authors: Sierra Haddix, Ashley Gray, Lacey Hochenauer, Rachel Stanton, Jenni Miscavish
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1.31.14
Text Complexity Innovation Configuration
Teacher administers
summative assessments
Teacher summarizes student
growth
Teacher analyzes student
growth using summative
assessments.
Teacher analyzes student
growth and historical trends
using summative
assessments (SRI, TRC, and
state mandated testing)
Mentor Texts:
Text Complexity Raising Rigor in Reading, Douglas Fisher, Nancy Frey and Diane Lapp
Notice and Note Strategies for Close Reading, Kylene Beers and Robert E. Probst
IC Authors: Sierra Haddix, Ashley Gray, Lacey Hochenauer, Rachel Stanton, Jenni Miscavish
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