Text Complexity Analysis of
A Historic Journey
By Time For Kids
Recommended Complexity Band: 4th - 5th
Text Description
Briefly describe the text:
There are compound clauses in many sentences that demand careful reading for
comprehension, metaphors like sea of little animals, and topic specific vocabulary like
trappers and traders, naturalist, water route, shallow gullies, expedition and many
descriptive words like endless, jagged, glittering etc.
Knowledge Demands: (Briefly describe the knowledge demands the text requires of
students.)
Slightly complex because students will need to have some background knowledge of
America in the early nineteenth century. They would need to know the present states that the
explorer had to go through. They would also need to infer what character traits Lewis and
Clark had to take on this assignment. They may not have had adequate prior knowledge.
This nonfiction article gives a brief description of the historic journey undertaken by Lewis and
Clark at the beginning of 19th century to explore an area known as the Louisiana Purchase at
the behest of the then president Thomas Jefferson. The president hoped that there would be
a water route between Mississippi river and the Pacific Ocean that would boost US trade.
They were to report to the president to the find a river route to encourage trade but instead
they found plants, animals, and the people that inhabited this vast territory. The reader is
expected to appreciate the courage, endurance, and keen observation of the explorers.
Quantitative Measure
Qualitative Measures
Unavailable. Commissioned Article for California Treasures
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose
(Informational text)
Moderately Complex because the students are taken back in time to the unsettled land inhabited by a
huge variety of plants and animals and many Native American tribes. They are expected to visualize the
land then, learn the geography of the territory, the route the explorers took, and the maps they created
and the journals they kept.
Text Structure: (Briefly describe the structure, organization, and other features of the text)
Moderately complex because organization is pretty chronological and follows an expected structure
with title and subtitles, photographs, maps, diagram, captions, and important vocabulary in bold font.
Complexity Band Level (provide range):
740 – 1010 (This is number correspond to 4th and 5th grade)
Lexile or Other Quantitative Measure of the Text: Unable to find the lexile level
ATOS Level 8.9
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:
Tier 2 and 3 vocabulary, Complex and elaborated sentences, and Historical background
for ELs in levels 1-3.
P.167 The map shows the Westward route
Students need to understand that exploration doesn’t always reveal that which we initially
set out to find.
P.168 Subtitle and diagram are tools the author use to help enhance the comprehension. The words in
bold are define in the glossary.
Teacher facilitation will be necessary to evoke deeper thought.
Language Features: (Briefly describe the conventions and clarity of the language used in the
text, including the complexity of the vocabulary and sentence structures.)
Slightly complex for Benchmark students, and moderately complex for approaching and highly
complex for English learners in ELD level 1-3 and newcomers
Created by: Paula Paulino, Ishu Khurana and Krystal Alexander and Kim Benjamin
Reviewed by:
Major Instructional Areas of Focus (3-4 CCS Standards) for this text:
Rl.10 Read and understand complex literacy and informational text independently and
proficiently.
Recommended Placemat: Briefly explain the recommended placement of the text in a
particular grade band.
RI 5.5 (Compare and contrast the overall structure (e.g. chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two and more
texts)
We would recommend the placement of this book for 5th grade at the beginning of
second semester. This piece of literature would fit within the 5th grade band. The
information contained would fit well with the grade theme of Our Nation. The
understanding from the previous year
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text
Differentiation/Supports for Students
s We
Supporting ELs:
Visuals, academic vocabulary strategies, sentence frames, TM (Multi Flow Map) videos
Develop an understanding of the language use, patterns, and the geographic regions
Students will need to have some background knowledge of America in the early nineteenth
century. They should know the states the route covered, what kind of explorers will take on
this assignment.
P. 167 Vocabulary word naturalist has no apposition and teachers would need to give
students a strategy to clear understanding its meaning.
Supporting SELs:
visuals, academic vocabulary strategies, sentence frames, TM ( Multi Flow Map) videos
Benchmark Students/High Achiever:
In addition to the above, they will role play and create a dialogue between the president
and Lewis Meriwether. (how the president may have approached Lewis, and how Lewis
may have responded) between Lewis and Clark and the two tribes they met, and
between Lewis and Clark and the people who went with them.
Created by: Paula Paulino, Ishu Khurana and Krystal Alexander and Kim Benjamin
Reviewed by: