Text Complexity Analysis of Seedfolks by Paul Fleischman
Text Type: Literature
Text Description
Recommended Complexity Band Level
In a vacant, trash-filled lot outside an apartment complex in Cleveland, a young
Vietnamese-American girl plants lima beans in memory of her father. The lot soon
becomes the site of not only a growing garden, but a growing community. The novel is
structured as a collection of individual stories, which, when taken as a whole, reflect
the connections between individuals who realize the power of community.
While the quantitative measures place Seedfolks toward the end of the 2-3 grade
band, the qualitative analysis, specifically the complex meaning and text structure,
suggests that the novel is more appropriate in the 4-5 grade band. Based on
expectations for students according to the CCSS, this novel seems to fit best in
grade 4.
Quantitative Measure
Quantitative Measure of the Text:
710L
Range:
420-820L
Associated Band Level:
2-3 on the cusp of grades 4-5
Qualitative Measures
Text Structure: Moderately Complex
The text structure is unconventional in that each story is told from a different point of view. Additionally, the events and motives surrounding each character’s entrance into
the garden are uniquely different. That said, the overall plot of the novel when taking the stories as a whole is relatively conventional and easy to predict. There are some
jumps in chronology to suit the telling of each character’s story, but the chronology of the entire novel is fairly linear. There are pictures of each character at the beginning
of each chapter that support the following text.
Language Features: Slightly Complex
The language of the text is fairly unconventional in that it contains many examples of figurative language and different use of dialects to reflect the different characters.
While some sentences are complex in structure, the conversational tone of the stories helps the sentences seem less complex. Some of the stories contain subject-specific
vocabulary related to culture or gardening, but most of the vocabulary is contemporary, familiar, and conversational.
Meaning/Purpose: Very Complex
Since this novel is structured as a series of individual stories, there are multiple themes present. The themes of individual stories are often more clearly revealed, but the
theme and meaning of the entire novel is revealed through the entirety of the text and the synthesis of each individual story. At the surface level, readers can easily
understand the growing garden and the immediate connections and references to the same characters throughout. However, various complex ideas (e.g., community can
be built despite individual differences, one person’s actions can influence others, and adults have a lot to learn from children) create layers of meaning that require deeper
analysis to understand.
Knowledge Demands: Moderately Complex
The experiences and environments portrayed are common to many readers. While many themes are explored, these themes are fairly common and universal to texts
written for young readers. There are some references to cultural elements, but the mention of these does not interfere with understanding the larger meaning of the text.
In most cases, the cultural references establish character, though the characters are all very relatable to many readers despite the cultural differences.
Text Complexity Analysis of Seedfolks by Paul Fleischman
Text Type: Literature
Considerations for Reader and Task
Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for
this Text:
Below are factors to consider with respect to the reader and task:
Potential Challenges this Text Poses:
RL.5.2 - Determine the theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.

Have each student trace the actions of one character from the beginning
to the end of the novel. In small groups, have students use these maps to
determine the theme of the text through class discussion. Focus on the
author’s lesson or message based on character actions.
RL.5.3 - Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters
interact).

Compare how two characters came to work in the garden. Have students
share their comparisons and create a visual map of the connections
between the various characters.
RL.5.5 - Explain how a series of chapters, scenes, or stanzas fit together to provide
the overall structure of a particular story, drama, or poem.

Trace the chain of Kim’s actions from the beginning of the novel until the
end throughout each chapter (focusing on cause and effect for her
character).
L.5.3b - Use knowledge of language and its conventions when writing, speaking,
reading, or listening; Compare and contrast the varieties of English (e.g., dialects,
registers) used in stories, dramas, or poems.

Discuss the different “voices” of each character by focusing on how the
author varies vocabulary and syntax from one character to the next.
Some of the cultural references may cause trouble for students, but the gist of
each story is not overly dependent on the specifics of the cultural references. The
somewhat unconventional structure could also create some challenge for students
who are not immediately capable of seeing connections or trace an idea across
different contexts and plots.
Differentiation/Supports for Students:
Encourage students who are struggling with keeping track of the various
connections and plots to create visual maps of the connections.
For learning extension:
 Consider engaging students in a service learning project designed at
building their own community garden (there are many online resources
and networks that support community garden creation). Have them
journal about their experiences throughout and then create their own
class collection of stories as a summation of their experience (W.5.3a-e).