Informational Text Complexity Rubric
Title/Author:
Source:
Type of Text:
Lexile:
Text Feature
Layout
Simple Text (Value 1)
Consistent placement of text,
regular word and line spacing,
often large plain font
Somewhat Complex Text (Value 2)
May have longer passages of
uninterrupted text, often plain font
Graphics and pictures that directly
support and help interpret the
written text
Table of contents, simple indexes,
glossaries
Graphs, pictures, tables, charts that
directly support the text
Types of Writing
(e.g. argument,
expository,
opinion,
narrative)
Structure
One type of writing is evident:
(Specify style: _____________)
May include different types of writing
The organization of the text Is clear
or chronological and/or easy to
predict
Connections among events or
ideas are explicit and clear
Language
Features
Mainly simple sentences
Vocabulary is mostly familiar
Mostly Tier One Words
Informational
Knowledge
Demands
General topic is familiar, with
details known by reader
Complex Text (Value 3)
Longer passages of uninterrupted
text may include columns or other
variations in layout, often smaller
more elaborate font
Essential integrated graphics, tables,
charts, formula (necessary to make
meaning of text)
Quotes, concluding appendices,
table of contents, indexes,
glossaries, bibliography
Includes smaller sections that utilize
different types of writing of varying
complexity
Very Complex Text (Value 4)
Very long passages of uninterrupted
text that may include columns or
other variations in layout, often small
densely packed print
Extensive, intricate, essential
integrated tables, charts, formulas
necessary to make meaning of text
Abstracts, footnotes, citations and
detailed indexes, appendices, table of
contents, bibliography
Includes sustained sections that
utilize different types of writing
and/or hybrid or non-linear texts
The organization of the text may
include a thesis or reasoned
explanation in addition to facts
Connections among events or ideas
are sometimes implicit or subtle
The organization of the text may
contain multiple pathways and/or
more than one thesis
Connections among events or ideas
are often implicit or subtle
Simple and compound sentences
with some more complex
constructions
Vocabulary includes some unfamiliar,
context-dependent words. Some Tier
Two Words
Many complex sentences, increased
subordinate phrases and clauses or
transition words
Includes much academic vocabulary
and some domain specific (content)
vocabulary. Mostly Tier Two Words
with some Tier Three Words.
General topic is somewhat familiar
but with many details unknown to
reader
The organization of the text is
intricate or specialized for a
particular discipline
Connections among events or ideas
are implicit or subtle throughout the
text
Mainly complex sentences, often
containing multiple concepts
Table of contents, indexes, glossaries,
occasional quotes, references
General topic is familiar, with some
details new to reader
Adapted from NYCSLS 2011-2012 from Gradients in Complexity: Informational Texts 2/2013
Includes extensive academic and
domain specific (content) vocabulary.
Mostly Tier Three Words
General topic is mostly unfamiliar
with most details unknown to reader
Reader & Task
Simple, concrete ideas
Both simple and more complicated,
abstract ideas
A range of recognizable ideas and
challenging abstract concepts
Level of student interaction with
the text is simple
Level of student interaction with the
text is slightly complex
Level of student interaction with the
text is complex
Many new ideas and/or complex,
challenging, abstract and theoretical
concepts
Level of student interaction with the
text is highly complex
Content is at or below most
students’ reading ability
Content is at or slightly above most
students’ reading ability
Content is above most students’
reading ability
Content is above all students’ reading
ability
Notes:
Additional Considerations
ACTIVATE BACKGROUND KNOWLEDGE: What essential/stimulating
questions promote inquiry, deduction, and transfer of learning?
DIFFERENTIATION: How will you adapt content to meet the needs
of all learners?
Glossary
Narrative Writing: Creative writing, short stories,
generally fiction
Persuasive Writing: argument writing, to convince
reader of a viewpoint
Descriptive Writing: describe a person, place or
thing; intended to make reader feel or visualize
Tier One Words: basic words commonly used that do
not require instruction
Tier Three Words: high level academic vocabulary; sometimes subject specific
Adapted from NYCSLS 2011-2012 from Gradients in Complexity: Informational Texts 2/2013
Expository Writing: to inform, describe, explain; generally used for
research
Tier Two Words: used commonly by more advanced students;
struggling readers or students with limited vocabulary may require
support or instruction