One of the most common concerns teachers share—especially when it comes to reading—is that grade-level texts feel too hard for their students.

In this episode, I address that concern head-on.

Drawing from my own experience teaching in a Title I school with students who were often below grade level, ESOL, and receiving special education services, I explain why struggling with complex texts does not mean students should avoid them. Instead, it signals the need for intentional scaffolding.

This episode explores how teachers can increase rigor by teaching students how to navigate complex texts—without lowering expectations or removing challenge.

In This Episode, We Explore:

Why the idea of “just right” instructional-level texts is not supported by research
How limiting students to simplified texts widens learning gaps over time
What scaffolding truly is—and what it is not
Why exposure to grade-level texts matters for vocabulary, language, and comprehension development
How gradual release supports rigor instead of reducing it
Practical, classroom-tested ways to scaffold complex texts while maintaining high expectations

Episode Guide & Student Anchor Chart

Resources for incorporating rigorous, grade-level texts that span your grade level text complexity band

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