Rebecca Blum-Martínez offers a strategy to help English learners cope with the more complex language requirements of the Common Core
The adoption of the Common Core Standards (CCSS) by many states has brought the issue of complex texts to the forefront. The questions for teachers, administrators, and teacher educators have become “How does one revise the curriculum so that complex texts are included as a part of everyday school life?” and “How does one teach students to interact with complex texts, particularly those who are struggling readers?” These questions are intensified for English learners (ELs), who now make up 21% or more of the public school population, depending on the region or school district (http://nces.ed.gov/fastfacts/display.asp?id=96).
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