CommonLit 360 CommonLit 360 Foundations: Empowering Every Learner

Here at CommonLit, we have four Guiding Principles that represent our foundational beliefs about teaching and learning. Our team of curriculum writers - all experienced former educators - have carefully developed CommonLit 360 to align with these guiding principles and ensure that each unit and lesson is designed to support the growth and success of all learners.

In this blog series, we have invited CommonLit’s Senior Curriculum Writers to share a bit more about the practices that support the design of our curriculum. This article is connected to Guiding Principle 1: Students can engage with and learn rigorous, grade-level content. We believe that all students are capable of achieving success with grade-level learning. As such, it is essential that all students access and engage with grade-level texts and learning activities. Learn more about our Guiding Principles in our CommonLit 360 Program Guide!

Empowering Every Learner: Unlocking Grade-Level Success in CommonLit 360 With Scaffolds and Supports

If you ask any English teacher what brings them the most joy in the classroom, you’ll often hear the same answer: seeing students light up when they truly understand a text, connect with a character, or finally feel confident in their writing. But as any educator knows, getting to that moment is no small feat—especially when students are coming in with skill gaps, learning differences, or a general disinterest in reading.

That’s where a strong, well-crafted curriculum makes all the difference.

At CommonLit, our curriculum writers know firsthand what it takes to engage students while ensuring they build the critical reading and writing skills they need. Leah Tribbett, a senior curriculum writer with eight years of experience as a middle school ELA and social studies teacher and curriculum lead, shared her insights on how thoughtful curriculum design drives student success and why rigorous, knowledge-building instruction is essential for all learners.

Why Rigorous, Grade-Level Texts Matter

There’s a common concern among educators: what happens when students aren’t reading at grade level? Should we lower the bar to meet them where they are? Research—and classroom experience—say no. Tribbett explains, “Studies have shown over and over again that if we’re putting grade-level materials in front of kids, they will always rise to the challenge and, oftentimes, crush it! If we don’t provide those opportunities, they’re not going to grow.” The 2018 New Teacher Project's Opportunity Myth report uncovered that “when students were tasked with assignments that were appropriate for their grade, they met the demands of those assignments a little more than half the time” and “on average, students in classrooms with stronger assignments or higher levels of engagement experienced about two additional months of learning” (TNTP, 2018).

CommonLit 360 is intentionally designed to expose students to rigorous, engaging texts while providing the right scaffolds to help them access challenging material. Rather than assuming students can’t handle complex texts, the curriculum ensures they have the tools to break them down, analyze them deeply, and build confidence in their reading abilities.

Scaffolding Without Lowering Expectations

One of the biggest challenges in curriculum writing is striking the right balance between support and rigor. Tribbett describes how CommonLit 360 approaches this: “We do so much backwards planning and collaboration to ensure students are getting the right support without over-scaffolding or collapsing rigor. We think about what skills they’ve already learned, what they need next, and how to build on those foundations.”

From guided annotations to strategic discussion questions, each lesson includes built-in scaffolds that help students develop independence. Teachers are encouraged to assess what their students truly need in real time rather than assuming they need every possible support up front. “We don’t want to predetermine which students need help before they’ve even tried,” Tribbett explains. “Instead, we let them engage first, then step in where necessary.”

This approach fosters productive struggle, which is key to developing metacognitive self-regulation, perseverance, and flexible thinking. Through challenges, students learn how to strategize and set goals and come to understand that success comes from effort, not innate ability. Moreover, productive struggle triggers the production of myelin in the brain, which strengthens neural connections, improving skill retention and cognitive growth. In her book Culturally Responsive Teaching and the Brain, Zaretta Hammond explains, “The brain signals the neurons to grow more dendrites in response to new cognitive challenges, novel problem solving, and increased physical activity so it can do more complex information processing” (Hammond, 2015, p.43). By balancing support with independence, teachers help students build resilience, critical thinking, and a mindset that effort leads to success.

Making Learning Relevant and Engaging

Engagement isn’t just about making learning fun—it’s about making it meaningful. Tribbett and her team carefully select texts that will hook students from the start. “We think about both text complexity and engagement,” she says. “For high schoolers, if they start a unit with a super dense, heavy informational text, they might already feel disconnected. But if we hook them right away, they’ll feel more engaged and excited to dive in.”

Take, for example, the “Voting Rights: Then and Now” unit (10th Grade, Unit 4, Edition 2.0), which introduces students to real-world historical and contemporary issues through speeches and literature. Or a lesson on A Raisin in the Sun (10th Grade, Unit 3, Edition 2.0), where students passionately debate whether Walter is as selfish as he seems. These aren’t just academic exercises—they’re moments where students see themselves in the content and feel empowered to share their opinions.

The Power of Student Choice and Voice

Another key to student engagement? Giving them agency. “We build in as much choice as possible—whether it’s allowing students to pick how they present their culminating projects, choose from a set of texts, or decide on a research topic that interests them,” Tribbett says. “When students feel like they have a say, they engage on a deeper level.”

This is especially crucial for struggling readers. Even if a student finds reading challenging, they might shine in a discussion, during a debate, or in a creative project. CommonLit 360 gives all students the opportunity to showcase their understanding in ways that play to their strengths.

A Curriculum That Supports Teachers and Students

Ultimately, a great curriculum isn’t just about the students—it’s also about making teachers’ lives easier. With clear lesson plans, built-in scaffolds, and thoughtfully curated content, CommonLit 360 helps educators focus on what they do best: teaching. “Everything is designed to ensure teachers have the resources they need to make these texts come alive for students,” Tribbett shares.

When students engage with rich, complex texts, participate in meaningful discussions, and build essential skills over time, they don’t just become better readers and writers—they become more confident thinkers, speakers, and learners. And that’s what every educator wants to see.

Interested in bringing CommonLit 360 to your school?

Connect with our team to learn how you can bring CommonLit 360, rated all-green by EdReports, to your school or district today.