Text Complexity Analysis of

Animals Come Home to Our National Parks(title)

by Rudolfo Anaya (author)

Recommended Complexity Band: Moderately Complex

Text Description

Briefly describe the text: Informational article about how non-native species might affect predators/prey food webs and food chains, and all living organisms in a given ecosystem.

Qualitative Measures

Meaning/Purpose:(Briefly explain the levels of meaning (Literary Text) or purpose (Informational text)Moderately complex.

  • Implied, but easy to identify. Informational piece about ecosystems, p. 603-604.

Text Structure:(Briefly describe the structure, organization, and other features of the text)

  • Organization of Main Ideas:Moderately Complex: Connection between some ideas or events are implicit or subtle (e.g. the return of the elk and gray wolves might affect the ecosystem and the food webs), p. 604.
  • Text Features:Very Complex. The pictures and the food web enhance understanding of the text.

Use of Graphics:Very Complex. Food chain graphics explain where the energy goes for scavengers, predators, and prey.

Language Features: (Briefly describe the conventions and clarity of the language used in the text, including the complexity of the vocabulary and sentence structures.)

  • Conventionality: Moderately Complex Easy to understand with some occasions for more complex meaning. Simple sentences with some complex structures (e.g. sentences have clauses).
  • Vocabulary:Very Complex. Uses subject specific words, such as “food chain”, “natural balance”, and “ecosystem”. Language of the science discipline.

Knowledge Demands: (Briefly describe the knowledge demands the text requires of students.)Life Experiences: Very Complex…varying levels of complexity, experiences portrayed are uncommon for most readers.

  • Moderate levels of specific content knowledge, abstract ideas, concepts and references to other ideas, and theories (e.g. food chain, natural balance, environment, animal behaviors, and natural selection.

Knowledge Demands:Intertextuality and Cultural Knowledge: Slightly Complex: Few references or allusions to other texts or cultural elements.

  • The text is domain specific and does not lend itself to cultural elements.

Quantitative Measure

Complexity Band Level (provide range):Grade Level 4-5 grade level band

Lexile or Other Quantitative Measure of the Text:ATOS 7.7

Considerations for Reader and Task

Below are factors to consider with respect to the reader and task (See attached guiding questions to assist each teacher in filling out this section for his or her own class):

Potential Challenges this Text Poses:

  • Vocabulary: Requires close reading of specific parts of the article.
  • Scientific Concepts: Evolution, consumers, producers, energy flow
  • Abstract Concepts: Requires visuals for accessibility

MajorInstructional Areas of Focus (3-4 CCS Standards) for this Text:

CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS ELA-Literacy. RI4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Differentiation/Supports for Students

  • ELLs: ELLs 1-3: concentrate on student paraphrasing their understanding of the text (SL 4.2).
  • ELLs: 4-5/IFEPs/RFEPs/Eos: Concentrate on student identifying reasons and evidence to support particular points (SL 4.3)
  • Kinesthetic Access to Content:Use of manipulatives. Theater play.
  • Vocabulary: Use of illustrations and reference chart.
  • GATE/Advanced: Provide an additional textual source (informational text that provides more information on the scientific concepts.

Recommended Placemat: Briefly explain the recommended placement of the text in a particular grade band.

Recommended Placement of the text is in the Moderately Complex area of the Qualitative Measures Rubric. The most rigorous portion of the text lies in the Knowledge Demands portion. The illustrations are key in comprehendingthese quite complexscientific concepts. The text can also be appropriate for 5th grade to explain food chains, food webs, consumers, producers, and scavengers.

Created by: Elizabeth Banueloz & Osvaldo AvelarReviewed by: