This article illustrates the process and obstacles encountered when applying the Common Core's three‐ part model of determining text complexity to an urban literature text. This analysis revealed how the model privileges language and literacy practices that limit the range of texts used in classrooms through a process of naturalization and by appealing to common sense. Implications include possibilities for interrupting the process of naturalization by encouraging teachers to be more critical of text complexity measurements, shifting the focus of determining text complexity and text selection from standardized measurements to student‐centered practices, and providing students with access to more diverse texts.