Indicator 1c

Across grades 3-5 the lessons consistently anchor reading to the grade-band text-complexity standards (RL/RI x.10), explicitly placing texts within defined complexity bands — e.g., 'read and comprehend literature...at the high end of the grades 4-5 text complexity band' [E4][E5][E6][E11] and the grades 2-3 band [E10], with grade 4 noting scaffolding at the high end of the range [E8]. Texts are tied to grade-appropriate student tasks such as quoting accurately, summarizing, analyzing relationships, and writing from evidence (RI.5.1, RI.5.2, W.4.9, SL.5.2) [E4][E8][E9], demonstrating the intended relationship between text complexity and associated tasks. Quantitative Lexile tables and qualitative-analysis rubrics were not retrieved, but this is a retrieval limitation rather than evidence of absence, so it lowers confidence rather than score.