Text Complexity Analysis of
Rattlers
by Ellen Lambeth
Recommended Complexity Band: slightly complex
Text Description
Briefly describe the text: The text details the snakes body structure, eating habits, locations, and reproduction.
Qualitative Measures
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose (Informational text)
The meaning of the text was slightly complex. Organization was clear, concise, and organized in a sequential manner.
Text Structure: (Briefly describe the structure, organization, and other features of the text)
The organization was clear and easy to predict. The titles of the passages were in question format that were then answered in the body of the paragraphs. Illustrations were used to bring visual representation to that which was being spoken of.
Language Features: (Briefly describe the conventions and clarity of the language used in the text, including the complexity of the vocabulary and sentence structures.)
Sentence structure and vocabulary were relatively simple. The majority of the vocabulary was familiar (for example: Surroundings pg.568, Species/prey pg. 569, vibrates/lunging pgs. 570-571, which are highlighted and used in context)
Knowledge Demands: (Briefly describe the knowledge demands the text requires of students.)
Minimal prior knowledge was required to understand the literary piece.
Quantitative Measure
Complexity Band Level (provide range):800 4/5th
2nd-3rd grade. The language is simplistic and straight forward.
Lexile or Other Quantitative Measure of the Text:
800/ Commissioned Article for California Treasures.
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:
There were no obvious difficulties in the text for SEL’s. To be a 5th grade reading piece, I felt it was overly simplistic for them.
For EL’s vocabulary may pose some difficulties which are remedied by SDAIE practices.
MajorInstructional Areas of Focus (3-4 CCS Standards) for this Text:
5.RI.10- Read and comprehend complex literary and informational texts independently and proficiently
5RL.2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
5RL.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Differentiation/Supports for Students
Vocabulary front loading.
Recommended Placemat: Briefly explain the recommended placement of the text in a particular grade band.
I would place this reading piean
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