Text Complexity Analysis of United States of America: State by State Guide by Millie Miller

Text Type: Informational Text

Text Description
Recommended Complexity
Band Level
An informational text about the 50 states, this book The
is set
recommended
up in a kid complexity
friendly textbook-like
band level ranges
format.
fromClassified
ages eightas
to non-fiction,
ten, to gradesitfour
hastoa nine.
lot of

Quantitative Measure
Quantitative Measure of the Text:
890 L

Range:
740L-1010L

Associated Band Level:

Current Lexile band: 6-9, Stretch Lexile
band: 4-5

Qualitative Measures

Text Structure: (Moderately complex)

The connections between historic events and ideas are implicit, organization of the text is evident and sequential. The text features and us

Language Features: (Very complex)

The language in this text is fairly complex with complex sentences, unfamiliar and subject specific language, and includes a great deal of a

Meaning/Purpose: (Slightly Complex)

The text meaning relies on everyday, practical knowledge, such as where you live, and concrete ideas. There are no outside theories or info

Knowledge Demands: (Very Complex)

Text Complexity Analysis of United States of America: State by State Guide by Millie Miller
Text Type: Informational Text

Considerations for Reader and Task

Possible Major Instructional Areas of Focus (include 3-4
CCS Standards) for this Text:
Maryland State Content Standards (Social Studies)
3.0 Geography
B. Geographic characteristics of places and regions
1. Examine the similarities and differences of
regions in Colonial
America.
b. Describe how geographic characteristics
of a place or
region changed from early
settlements
through the colonial
period.
6.0 Social Studies Skills and Processes
A. Geographic representations
2. Use maps, satellite images, photographs, and
other
representations to explain relationships
between the locations
of places and regions and their
environmental characteristics.
6.0 Social Studies Skills and Processes
C. Determining helpful sources
1. Identify the kids of sources that will be helpful in
answering
the compelling or supporting questions.
CCSS.ELA-LITERACY.RI.5.4
Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic of
subject area.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.

Below are factors to consider with respect to the reader and task:
Potential Challenges this Text Poses:
The layout of this particular text could propose potential
challenges to younger readers. The format is set up similar to a
textbook, which often increases the difficulty of comprehension,
as students see it as individual concepts instead of a cohesive set
of information about one topic.
Also, the content heavy vocabulary can also cause potential
difficulty for readers. The vocabulary used within this text includes
the names of places and people, as well as geographic terms that
are unfamiliar to most students. If students have a strong
geography background, it would be very beneficial for this
particular text.

Differentiation/Supports for Students:

One of the best ways to help make this text more friendly for
students who are struggling, would be to eliminate some of the
unnecessary features. For example, specific charts that give
Interesting facts about ___! could be covered with sticky notes,
or removed completely if using the digital text format. Another
way to assist the text complexity for struggling students, would be
to use a support text to accompany the anchor text. This gives
students some prior knowledge leading into the anchor text, and
gives some additional support to the base text. Finally, because
the text is a compilation of information of all 50 states, having
small groups of students or even individual students to focus
primarily on one particular state, making a focus board or poster
to demonstrate their individual state, then all share together,
would be a great way to cut down on the abundant about of
information within this one informational text.
For students who have a fairly easy time with this text, allowing
them to do additional research on a particular topic within the text
would be an extension activity that would both reinforce the

Created by: Kelsey Parker, Maryland, kmparker01@frostburg.edu, 3/4/16

date)

Reviewed by ____________________________________________(name, state, e-mail,