We think of Teaching to Complexity as the 'back story' to Teaching with Text Sets. The book is a primer for selecting texts for classroom use. We seek to give teachers a deeper "keel" for understanding how texts operate, the nuances of genres, and why having "good" books in the classrooms matter. We link an evaluation of the quality of a book with its role in the classroom, and discuss the many, many different purposes for using books across the content areas, and how that shapes your approach to selecting a text. Ultimately, we then bring in a conversation about readers, matching the quality and utility of the book with a consideration of text complexity. We "unpack" what the CCSS says about complexity and then present a process for thinking about how quality, utility, and complexity intersect when selecting books with readers at the forefront.
Here is the official book blurb:
As an important tool for instruction and text selection, Teaching to Complexity will help teachers learn to evaluate children’s and young adult literature for quality and complexity to support rigorous literacy and content learning. In addition, it explores how instructional purpose shapes not only the kinds of curricular texts used, but also considers their complexity relative to readers. By offering a framework for text selection, this book helps teachers more deeply understand text complexity in the Common Core and other state standards as well as its importance when building and using text sets in the classroom and reading for different purposes.