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      <title>Rethinking Text Complexity: Asynchronous Course by Erin Kent</title>
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         <title>Reading Between the Lines- ACT</title>
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         <title>Instructional Equity with Zaretta Hammond</title>
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         <title>Should we match texts to students&#39; reading levels?</title>
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         <title>Achieve the Core Text Complexity Tools</title>
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         <title>Text Project Text Complexity Module</title>
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         <title>Letting the Text Take Center Stage- Timothy Shanahan</title>
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         <title>The Challenge of a Challenging Text- Fisher, Frey &amp; Shanahan</title>
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         <title>Rethinking How to Promote Reading Comprehension- Hugh Catts</title>
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         <title>NEW! Good Podcast listen...</title>
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         <title>Text Complexity Grade Bands and Associated Ranges from Multiple Measures</title>
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         <description><![CDATA[<div>Achieve the Core</div>]]></description>
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         <title>Fountas &amp; Pinnell</title>
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         <title>G2-3 Band Sample Texts</title>
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         <title>G4-5 Band Sample Texts</title>
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         <title>G6-8 Band Sample Texts</title>
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         <title>Common Core Sample Texts List</title>
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         <title>CCSS (AERO) Text Evaluation Rubric</title>
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         <title>Wind in the Willows</title>
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         <title>Readable.com- requires upgrade</title>
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         <title>The Hemingway Editor</title>
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         <title>ReadabilityFormulas.com</title>
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         <title>Microsoft Word</title>
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         <description><![CDATA[<div>Copy and paste a passage into Microsoft Word. The tools function will give a readability index.</div>]]></description>
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         <title>EKC Text Bands</title>
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         <title>TCRWP Text Complexity Cards</title>
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         <title>F&amp;P Factors Related to Text Difficulty</title>
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         <title>Common Core Qualitative Rubric- Informational</title>
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         <title>Common Core Qualitative Rubric- Literature</title>
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         <title>Common Core Standards Qualitative Features of Text Complexity Explained</title>
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         <title>&quot;We Do&quot; Reading Unit Overview</title>
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         <title>Shared Reading Small Group</title>
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         <description><![CDATA[<div><a href="https://docs.google.com/document/d/1P4fCRh9D7ZDntVHf2JD9oBQp4TXMoyFH8GOqIveBrnk/edit?usp=sharing">Planning Template</a><br>Syntax <a href="https://docs.google.com/document/d/1IRu4JPOq9IkPdDqiV4T1W3atxKJt-HG6yN7LGTlKaG0/edit">Example Shared Reading Small Group</a> 1<br>Syntax <a href="https://docs.google.com/document/d/16HEO8ZUy7fzgJA2di8zy8ZqCEHMs6WoJHoPhdR-PEIg/edit">Example Shared Reading Small Group</a> 2</div>]]></description>
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         <title>Shifts, Strategies &amp; Scaffolds</title>
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         <title>Alice in Wonderland + Kenya Drought</title>
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         <title>Kalley Hoke</title>
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         <description><![CDATA[<div>kalley@erinkentconsulting.com<br>@kalleyhoke</div>]]></description>
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         <title>The Standards&#39; Approach to Text Complexity</title>
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         <title>Factors of Text Complexity</title>
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         <description><![CDATA[<div><a href="https://achievethecore.org/page/1192/ccss-ela-literacy-appendix-a-research-supporting-key-elements-of-the-standards-glossary-of-key-terms">CCSS ELA Appendix A</a></div>]]></description>
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         <title>3 Texts, One Lexile</title>
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         <title>Cohesion</title>
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