Text Complexity Analysis of Amazing Grace by Mary Hoffman
Text Type: Literature
Text Description
Recommended Complexity Band Level
Author Mary Hoffman tells the story of Grace, a girl who loves stories and acting
them out. When the opportunity arises for Grace to audition for the part of Peter
Pan in the class play, classmates tell her she cannot try out because Peter Pan is
not a girl and not black. Grace’s family supports her in learning she can be
whatever she wants to be if she puts her mind to it.
This book is geared for and appropriate as a complex read aloud in the K-1 band as
the quantitative measure of the text is above the grade band range. Qualitative
measures indicate this story is moderately complex in most areas with the
exception of meaning, where the theme of racism pushes it to very complex.
Overall, it is an excellent choice for a complex read aloud in the K-1 band.
Quantitative Measure
Quantitative Measure of the Text:
680L
Range:
420-820L
Associated Band Level:
2-3
Qualitative Measures
Text Structure: Slightly Complex
Following the introduction to Grace, this story is written in a simple chronological order. After the teacher announces there will be a class play and auditions will occur next
week, Grace goes home. The mention of Saturday night and going back to school on Monday help support the chronological sequence. The illustrations provide extensive
support for the written text.
Language Features: Moderately Complex
This book is easy to understand with some occasions for more complex meaning. The use of some figurative language (e.g., “put her mind to it” and “lives were in her hands”)
adds complexity and may need to be explained to students. There are also several instances of dialect, e.g., when Nana says, “Natalie is another one who don’t know nothing”
and “she can do anything she want.” Although most of the wording is accessible, some of the vocabulary (ballet, ballerina, companion, trusty, auditions) may require extra
focus. Sentences are simple and compound with some more complex constructions (“She set out to seek her fortune, with no companion but her trusty cat – and found a city
with streets paved with gold.”
Meaning/Purpose: Very Complex
Several issues portrayed in this story (stereotyping) add complexity to the fairly accessible message that you can be anything you want to be if you work for it. There is implied
meaning when Grace’s mother “looked angry” when Grace reports, “Natalie says I can’t be Peter Pan because I’m black.” Nana’s taking Grace to see the “Stunning New Juliet”
also carries meaning that might not be clear to students in this age group. Although the story begins and ends with Grace playing exciting parts, the theme is revealed over the
entirety of the text and in her overcoming an obstacle (the other students’ comments.)
Knowledge Demands: Moderately Complex
The classroom setting, acting out parts of stories and wanting to have a part in a play are common experiences for children in school and children will relate to the variety of
children shown in the illustrations. The allusions to the roles Grace plays from other stories, i.e., Anansi the Spider, Joan of Arc, Hiawatha, Mowgli and Aladdin, add complexity
as examples but are not essential to understanding the idea that Grace liked to act out stories she heard. The cultural elements increase the complexity of the message of the
story and the reference to “back home in Trinidad” will need to be taught directly to most students.
Text Complexity Analysis of Amazing Grace by Mary Hoffman
Text Type: Literature
Considerations for Reader and Task
Possible Major Instructional Areas of Focus (3-4 CCS Standards) for this Text:
Below are factors to consider with respect to the reader and task:
RL.1.1 - Ask and answer questions about key details in a text.
Potential Challenges this Text Poses:

Focus on discussing simple story elements - characters Grace, her mother
and Nana and what they do in the story, the school and home settings
and the beginning (Grace loved to act), middle (classmates told her she
couldn’t be Peter Pan, her Nana took her to the ballet) and end (she
played Peter Pan)
RL.1.2 - Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
The literary and historical references in the story may be lost on students in this
grade band (Amazing Grace, Joan of Arc, etc.), though the message is still
accessible.
The section of the story where Nana takes Grace to the theater may also be
challenging; the link between Rosalie Wilkins, the lead ballerina and Nana may
need to be directly explained.
Differentiation/Supports for Students:

Analyze what words, illustrations and key details help convey the central
message of the story. Focus on retelling the story using details from the
text, then discussing the central message and how Grace learns that she
can do anything if she tries.
W.1.3 - Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal
words to signal event order, and provide some sense of closure.

Sequence events in the story and, using a simple writing frame for
teaching and support, recount the events and lesson that Grace learns in
Amazing Grace.
L.K.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. d. Understand and use question words
(interrogatives) (e.g., who, what, where, when, why, how).

Use interrogatives to guide discussion and promote understanding of the
events in the text. Students practice asking and answering questions to
demonstrate understanding.
Consider rereading this story several times, or focus in on rereading a section,
over several days to build student understanding and to allow access with
increasingly familiar complex text. This could support deeper discussion and
engagement.
Asking text-dependent questions and supporting student discussion will be critical
with this text. Both the illustrations and the words offer opportunities for students
to support their answers with “evidence” or to retell the story in their own words
while looking at the pictures.
For learning extension:



Consider attending a play or acting one out in the classroom to deepen
understanding of some of the vocabulary (i.e., audition, parts, ballet).
Make connections to literary elements in the text. Read Tough Boris,
which features a pirate “with a peg leg and a parrot,” or Anansi the
Spider aloud to build background and connections with Amazing Grace.
Consider matching this text with others that feature characters facing
adversity or racism to deepen student analysis of the lesson learned (e.g.,
My Brother Martin).