This formative and design study examined how the Complex Text Analysis (CTA) instructional approach provided support for first‐grade students to increase their comprehension of texts of increasing complexity. The students in the diverse class participated in weekly lessons during which fictional texts were read aloud and analyzed in terms of key events, characters' actions and/or feelings, and central message. The responsibility for analyzing the text was gradually released to the students. Analysis of the data indicated that all students made significant progress in the ability to analyze texts of increasing complexity. The CTA approach was enhanced by intentional book selection, extensive scaffolding, and students' use of dialogic discussions. Additional positive effects produced by the CTA approach included increased vocabulary knowledge and improved ability to write stories with clear central messages.