High school teacher Sarah Brown Wessling unpacks the idea of text complexity and discusses how teachers can design tasks with text complexity in mind.
How can the three-part model for measuring text complexity help you select "just right" books?
How can you tell that a task is a good match for a text?
What does Ms. Wessling mean when she says, "Don't try to walk through the exit: you'll only end up with a bruised nose?"
Simplifying Text Complexity program transcript
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