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Not all text is complex. Complex text is more than just lexile or reading level. It also includes qualitative features (purpose, text structure, language, knowledge demands) and thinks about our students as readers and the what they are able to do.

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I used to think text complexity was lexile based because that's how I learned as a teacher following a specific program. Now I know I will introduce books based on the depth of the topic within the book.

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I used to think text complexity was lexile based because that's how I learned as a teacher following a specific program. Now I know I will introduce books based on the depth of the topic within the book.

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To much to even attempt to cram in head besides preparing lessons for Thursday

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To much to even attempt to cram in head besides preparing lessons for Thursday

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I used to think complexity only had to do with the Lexile level of the actual language in the text or possibly that used in the assignments based on the text; now I know that gaining meaningful knowledge through text is also an aspect of complexity.

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I used to think...that everyone knew how to dissect a text, ask questions, and relate it to their own experience and thoughts. When students came into my classroom, I could not believe that they had never experienced a text before. I had a young man tell me, "I never would have known that you could learn from a story. Now I know." He was a gang member, and he loved to discuss the intention of the author and the ideas presented in a text...but now I know that I must show students that text are enjoyable and fun to engage with. It is not about telling, it is about allowing them to experience it.

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I used to think...that everyone knew how to dissect a text, ask questions, and relate it to their own experience and thoughts. When students came into my classroom, I could not believe that they had never experienced a text before. I had a young man tell me, "I never would have known that you could learn from a story. Now I know." He was a gang member, and he loved to discuss the intention of the author and the ideas presented in a text...but now I know that I must show students that text are enjoyable and fun to engage with. It is not about telling, it is about allowing them to experience it.

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I used to think that class should be teacher driven, but with training of last 2 years am learning to keep my mouth shut and let the students lead and have time to GATHER and express their thoughts but encourage giving of evidence from the reading to support their ideas

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I used to think citing evidence something done in research papers; now I know students need to know how to find evidence in all types of reading. 

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I used to think citing evidence something done in research papers; now I know students need to know how to find evidence in all types of reading. 

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1. The following website has numerous fables that are interesting and accessible. These fables impart enduring meaning to any reader.
https://americanliterature.com/author/aesop

2. The second source for ELA classes is
Spoon River Anthology by Edgar Lee Masters. As one reader put it, "I first read Spoon River Anthology when I was 18 years old. It is now sixty years later, and I've read it many, many times. Each time I read it, I gain something new. Don't rush with this book. Savor each page."
This book is made up of one-page "epitaphs" in the form of monologues. The epitaph tells what each person in the town, now dead, really thought of the townspeople. The student will not understand all of them, but seeds will be planted for the time when they will reach the understanding.

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Aesop was a Greek fabulist credited with a collection of stories known as Aesop's Fables. We feature them in our Favorite Fairy Tales. Fables feature an important moral or "life lesson" that is usually wrapped up in a clever final pronouncement delivered with proverbial flair; "There's a time for work and a time for play", "Slow and steady wins the race", "Familiarity breeds contempt", and "A kindness is never wasted".

Though Aesop's own story is a result of myth and legend, it is widely believed that he was a slave from Phrygia, around 600 BC. Aesop lived at the court of King Croesus, after having served many masters as a slave. He shared his wisdom and clever wit by telling humorous tales, while serving on several missions at the pleasure of the King.

There are over 150 of Aesop's Fables here for you to enjoy -- this catalog of fables is also accessible from the Children's Library. Many of Aesop's Fables illustrate the meaning of popular Idioms, figurative language and phrases that can be confusing to children and English language learners. Most of the stories in this collection have wonderful illustrations and are a a delight to enjoy with your family.

We hope you take the time to share Aesop's Fables with your children and grandchildren or favorite nieces and nephews. Several Aesop stories are featured in Pre-K Read-Aloud Stories and Children's Stories
If your child is too young to read, let them choose a fable by selecting one of the images below. See if they can guess what the story might be about just by looking at the picture, then read it together.
Grown-ups might also like the fable parody poems by Guy Wetmore Carryl, titled Fables for the Frivolous, and George Ade's Fables in Slang.

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Aesop was a Greek fabulist credited with a collection of stories known as Aesop's Fables. We feature them in our Favorite Fairy Tales. Fables feature an important moral or "life lesson" that is usually wrapped up in a clever final pronouncement delivered with proverbial flair; "There's a time for work and a time for play", "Slow and steady wins the race", "Familiarity breeds contempt", and "A kindness is never wasted".

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I used to think that interdisciplinary lessons were important to cementing knowledge and explaining real-world connections. I know that making those connections is important.

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I used to think reading fiction and writing expressively were the best way for students to learn (that is, after all, how it was often done at the schools I attended;) now I know that a mixture of fiction and nonfiction, coupled with writing based on specific, cited evidence can make for greater student success.

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I used to THINK evidence-based argumentative writing grounded in complex nonfiction texts was an important part of students learning to think critically; now I KNOW IT TO BE TRUE!!!

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I used to THINK evidence-based argumentative writing grounded in complex nonfiction texts was an important part of students learning to think critically; now I KNOW IT TO BE TRUE!!!