Text Complexity Analysis of
_My Diary from Here to There_____ (title)
Quantitative Measure
Complexity Band Level (provide range): 450 – 725
2nd – 3rd grades
by _Amanda Irma Pérez______ (author)
Recommended Complexity Band: _moderately complex_____
Lexile or Other Quantitative Measure of the Text: 720
Text Description
Briefly describe the text: Realistic Fiction Entries from the author’s diary explaining
her feelings and the difficult process of moving to foreign country. What if she can't
learn English? How can she leave her best friend? With humor and insight, Perez
recounts the story of her family's immigration to America. Maya Christina Gonzalez'
vibrant artwork captures every detail of their journey.
Qualitative Measures
Meaning/Purpose: (Briefly explain the levels of meaning (Literary Text) or purpose
(Informational text) Moderately Complex
There is one story line. Theme is clear - loss of familiar, fear of unknown, cultural
identity.
Text Structure: (Briefly describe the structure, organization, and other features of the text)
Slightly Complex text is clear, chronological and easy to predict
Use of graphics: slightly complex – directly support and assist in interpreting the
written text
Language Features: (Briefly describe the conventions and clarity of the language used in the
text, including the complexity of the vocabulary and sentence structures.) moderately
Complex largely explicit and easy to understand with occasion for complex
meaning, vocabulary is mostly familiar, sentence structures are simple and
compound. Missing the feature of dates in a diary entry.
Knowledge Demands: (Briefly describe the knowledge demands the text requires of
students.) Very/moderately Complex – depending on school demographics
There is a level of life experience necessary to understand the text. The experience
is uncommon to many readers when it comes to moving to a foreign country as
opposed to moving to a new city or house. It references names of cities which are
uncommon to most readers. Some readers may be able to relate to themes of
immigration, family,, and cultural identity.
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:
Prior knowledge and experience Students may need more information about the
historical background of the story.Content and/or theme concerns – Cesar Chavez and the mention of vocabulary such
as “unions”, “strike”, and “boycotts” could confuse the intended themes.
Major Instructional Areas of Focus (3-4 CCS Standards) for this Text:
RL4.1 refer to details and examples in a text when drawing inferences
RL4.2 determine a theme of a story from details in a text; summarize text
RL4.3 describe in depth a character, setting, or event in a story
RL4.5 Explain the major differences between poems, drama, prose (ie diary)
RL4.6 Compare and contrast the point of view from which different stories are
narrated
Differentiation/Supports for Students
Provide a map for locating unknown cities and to trace the path the family travels
Family interview to see if a family member has had a similar experience
Read aloud, chunk story for students to focus; walk through pictures first before reading the
story; preteach vocabulary
Recommended Placemat: Briefly explain the recommended placement of the text in a
particular grade band.
Grade 3 – the themes are not difficult to discern and the text is straight-forward and
lends itself to easy prediction and inferencing.
Cultural Knowledge –very complex text refers to many cultural elements.
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