Corning
A R E A
Painted Post
S C H O O L
D I S T R I C T
Steps for Identifying Complex Text
Quantitative
1. Determine Lexile level of the text using Lexile.com: http://www.lexile.com/
Does the Lexile level fit the range for instructional or grade level use as outlined in
Appendix A, pg. 8 of the Common Core State Standards?
Text Complexity
Lexile Ranges
Grade Band in the
Aligned
Standards
to CCR expectations
K-1
N/A
2-3
450-790
4-5
770-980
6-8
955-1155
9-10
1080-1305
11-CCR
1215-1355
Text Complexity Grade Band based upon quantitative measures from above: _______
2. Determine text readability using: http://www.standardsschmandards.com/exhibits/rix/index.php
Level of Readability from above: _________
Qualitative
3. Use the Text Complexity: Qualitative Measures Rubric (attached) that
corresponds to the appropriate text type. Use the rubric to review the book and
then, identify the complexity descriptor for each category of qualitative
measures and include any notes to extend your thinking.
Notes
Qualitative Measures
Categories
Complexity
Descriptor
(e.g., High, Middle High,
Middle Low, Low)
Examples:
Language: Uses some figurative language (e.g.,
juxtaposing literal bread with the metaphorical bread of
knowledge).
Knowledge Demands: general background knowledge
about slavery and race in mid-nineteenth-century
America is helpful.
Levels of
Meaning/Purpose
Structure
Language Conventionality
and Clarity
Knowledge Demands
(Adapted from Rhode Island Department of Education)
G. Weed, B.McClure, D. Joseph – Corning Painted Post Area School District, in collaboration withJ. Carr – Center for Curriculum Renewal
12/14/2011
Rev. 2/15/2012
4. Read the text or excerpt. Record any ideas, vocabulary, or text characteristics
that could make this text challenging to read.
5. To what extent does the text include Tier 2 vocabulary (frequently occurring
words that are central to comprehension, and are understood by most language
users (without language delays)) (Beck and McKeown, 1985). :
6. Compare the selected text to the exemplars listed in the Common Core Learning
Standards document, page 32 (K-5) and page 58 (6-12) (attached).
Reader and Task
Reader
Task
Motivation
Knowledge
Experience
Purpose
Complexity
7. Will the reader understand the purpose-which might shift over the course of the
reading experience-for reading this specific text (i.e. skimming, studying to retain
content, close reading for analysis, etc.)
8. What will you need to do to help students make connections and develop
critical/analytical thinking skills?
9. What will you need to do to help students develop the inferencing skills,
visualization skills, questioning skills, and comprehension strategies necessary for
reading and gaining meaning from this text?
10. How does this book have the potential to develop and expand the student’s
knowledge and understanding with regard to topic, structure of text, language of text
or in other ways?
11. Is the theme or content of this text appropriate for students of this
age/developmental/maturity level?
(Adapted from Kansas State Department of Education)
RECOMMENDED PLACEMENT WITH RATIONALE:
G. Weed, B.McClure, D. Joseph – Corning Painted Post Area School District, in collaboration withJ. Carr – Center for Curriculum Renewal
12/14/2011
Rev. 2/15/2012