Lacey - ELA_Text_Complexity_Analysis

Literary Complexity Analysis Worksheet CCSS Grade Bands Text-Analysis Tools Stimulus Title Stimulus Author Lexile Flesch-Kincaid Quantitative Analysis: Computer-based quantitative tools used to analyze text complexity and recommend placement of a text within a grade band. 2-3 420-820 1.98-5.34 Lexile 4-5 740-1010 4.51-7.73 Flesch-Kincaid 6-8 925-1185 6.51-10.34 9-10 1050-1335 8.32-12.12 11-CCR 1185-1385 10.34-14.2 Qualitative Analysis: rubric to analyze text complexity and place a text within a specific grade *Texts such as poetry, drama, transcripts, and those depicting step - by - step processes will be assigned a grade level based on a qualitative evaluation Criteria Very Complex Mark ( if present) Moderately Complex Mark ( if present) Readily Accessible Mark ( if present) NOTES MEANING Multiple levels of meaning that may be difficult to identify, separate, and interpret; theme is implicit, subtle, or ambiguous and may be revealed over the entirety of the text One level of meaning; theme is obvious and revealed early in the text TEXT STRUCTURE Prose or poetry includes more intricate elements such as subplots, shifts in point-of- view, shifts in time, or non-standard text structures Prose or poetry is organized clearly and/or chronologically; the events in a prose work are easy to predict because the plot is linear; poetry has explicit and predictable structural elements LANGUAGE FEATURES Language is generally complex, with abstract, ironic, and/or figurative language, and regularly includes archaic, unfamiliar, and academic words; text uses a variety of sentence structures, including complex sentences with subordinate phrases and clauses Language is often explicit and literal but includes academic, archaic, or other words with complex meaning (e.g; figurative language); text uses a variety of sentence structures KNOWLEDGE DEMANDS The text explores several themes; text makes few references or allusions to other texts or cultural elements; the meaning of references or allusions may be partially explained in context The text explores a single theme; if there are any references or allusions, they are fully explained in the text USE OF GRAPHICS (Optional) When graphics are present, the connection between the text and graphics is subtle and requires interpretation Graphics support and assist in interpreting text by directly representing important concepts from the corresponding written text AUDIO STIMULUS (Optional) Spoken language is academic, abstract, and/ or archaic, and the dialogue establishes meaning that is often implicit; the content seldom overlaps with the content in the text with which it is paired, and the relationship between the two texts is subtle and intricate Spoken language includes some archaic and academic vocabulary, and the dialogue establishes meaning that is sometimes implicit; the content introduces some ideas not present in the text with which it is paired VISUAL/VIDEO STIMULUS (Optional) The visual presentation is essential for gaining a deeper understanding of the text with which it is paired; it may provide additional information not otherwise conveyed in the text The visual presentation is mainly supplemental to understanding the text with which it is paired; it is fairly easy to understand but not entirely predictable Final Placement Recommendation Briefly explain recommended placement based on your consideration of the Quantitative and Qualitative results recorded above. Notes Grade Level Complexity Level The Legend of GID THE KID and the BLACK BEAN BANDITS The Miller Brothers d 740 - 1010 Grade 4-5 The meaning of the book is conveyed in a hypothetical situation that requires a moderate level of thinking. The text uses a synonym of different ways to portray a meaning. The story has several meanings and context in which the town of Promise is known and proud of their black bean chili but scared that bandits would come. Another plot includes the boy named Git being brave and saving the town from the bandits. This is a story of right versus wrong and overcoming fear. Language within the story consist of basic vocabulary, simple text literation, and simple sentence structures. Text complexity was a score of "B". The text in the story shows a descriptive language that focuses around right from wrong. In order to comprehend the text literary you must be able to use practical knowledge of knowing justification in life. The graphics in the story shows visuals that are relevant to the story. Towards the end of the story the imagery shows the imaginary hero "The Rider" and the army of ghost defeating the bandits. Language within the story is simple and easily understandable. The use of basic words ensures understand and comprehension of language used. The visuals in the story is easy to understand. The visuals allow the reader to understand the story being told. The reader could have a good depiction of the story only by referencing the visuals in the book. Grade 4 Grade 5 The story uses basic language that is easy to read with reliable graphics. Students will be able to depict the plot, setting, and theme of the story at a grade level of 4. Language is literal with familiar vocabulary and simple sentences. The story uses a simile to provoke a point of view of understanding what is right from wrong. Students will understand at a higher grade level a valuable life choice and lesson. The text does include high level comprehension of the story for a grade level of 5. • Basic Language • Easy to read • Excellent graphics • familiar vocabulary • simple sentences • Use of simile • Higher level imagery toward end • Graphics introduce new understanding or meaning • More than one story plot - (town is known for black baked beans and town saved from being terrorized.