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Common Core Tip 6—Matching Readers with Text

Helping students find books that are appropriate for practice during Individualized Daily Reading (IDR) is critical to their success. Reading the Three-Part Model for Measuring Text Complexity suggested in Appendix A of the Common Core State Standards will give you an idea of what makes text more and less complex for students and the considerations for text selection. Ultimately, the goal is to help students learn how to select text that they can and want to read. Here is a procedure for helping students learn to select appropriate texts.

  1. Give students some time to select a book they think is about right for them and that they are interested in reading.
  2. Ask them to read a bit aloud to you. Was the reading fluent? Was there evidence from the intonation, use of punctuation, or facial expressions that the student understood what he or she was reading?
  3. Talk to the student about what was read. Do they understand the part they just read? Can they anticipate what might happen or what they might learn next?
  4. Ask the student if the text was too hard, too easy, or just right. Follow up by asking what made it so.
  5. If needed, support the student in making another text selection and if needed, help the students select a new book.
  6. Remind them that learning how to choose books is an important reading and life skill. Let them know that you will be teaching them more about book selection and the importance of challenging yourself as a reader throughout the year.

If you would like additional support correlating your instruction to the goals of the CCSS, check out our correlation tool. It allows you to search by either DSC program or CCSS standard to: identify all standards addressed in a selected DSC program within a unit, week, or lesson; or find which lessons in any DSC program address a selected standard.

Prior to being a regional director at Center for the Collaborative Classroom, Sue Wilder was the reading coach in an urban school in Orange County, Florida. She spent more than 30 years in Florida’s public schools as a classroom teacher, Exceptional Education teacher, intervention specialist, and professional developer. Sue has done post-graduate coursework at the University of Florida and holds an MEd in Exceptional Education from the University of Central Florida and a BS in Early Childhood and Elementary Education from the University of West Alabama. Sue is a regular presenter at state and national conferences and has authored articles and chapters for a variety of publications.

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