Text Complexity Analysis of
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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.
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
Qualitative Measures
Considerations for Reader and Task
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose
(Informational text) Moderately complex.
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):
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Potential Challenges this Text Poses:
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)
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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.)
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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.
Created by: Elizabeth Banueloz & Osvaldo Avelar
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Vocabulary: Requires close reading of specific parts of the article.
Scientific Concepts: Evolution, consumers, producers, energy flow
Abstract Concepts: Requires visuals for accessibility
Major Instructional 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
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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.
Reviewed by:
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 comprehending these quite complex scientific 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 Avelar
Reviewed by: