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Publishers' Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K-2 David Coleman * Susan Pimentel INTRODUCTION Key Criteria for Text Selections The Common Core State Standards point strongly toward a text-based approach for teaching students how to read, including those students who lag behind in achieving reading facility. To bring all students up to grade-level reading proficiency, the criteria recommended below emphasize the need to provide all students with consistent opportunities to confront and comprehend grade-level complex text. This may require extra scaffolding for some students. 1. Texts for each grade align with the complexity requirements outlined in the standards. The Common Core State Standards hinge on students encountering appropriately complex texts at each grade level to develop the mature language skills and the conceptual knowledge they need for success in school and life. In each grade (beginning in grade 1), Reading Standard 10 outlines the level of text complexity at which students need to demonstrate comprehension. This can start in kindergarten or even earlier with complex texts read aloud to students. (Appendix A in 4 REVISED 8/25/2011 the Common Core State Standards gives further information on how text complexity can be measured.)1 2. All students, including those who are behind, have extensive opportunities to encounter and comprehend grade-level complex text as required by the standards. Far too often, students who have fallen behind are given only less complex texts rather than the support they need to read texts at the appropriate level of complexity. Complex text, whether accessed through individual reading, through read-alouds, or as a group reading activity, is a rich repository to which all readers need access. Complex text contains more sophisticated academic vocabulary, lends itself to more complex tasks, and is able to support rich dialogue. Because studen

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