Text Complexity Analysis of Leo the Late Bloomer by Robert Kraus
Text Type: Literature
Text Description
Recommended Complexity Band Level
This book tells the story of Leo, who lags behind his friends developmentally.
Leo’s father is concerned, but his mother urges patience. Leo eventually catches
up and “blooms” highlighting the timeless lesson of acceptance of differences in
learners.
The quantitative measures places this text low in the K-1 band. However, this text
is suitable for use with students throughout the K-1 band. Unpacking the complex
theme of this text will require instructional support.
Quantitative Measure
Quantitative Measure of the Text:
120L
Range:
10-420L
Associated Band Level:
K-1
Qualitative Measures
Text Structure: Moderately Complex
This story is written in a simple chronological order, making it easy for readers to follow along. Leo’s father watches him day and night and the story progresses from
summer to winter to spring when, “the trees budded.” The illustrations are highly supportive of the text. There is some ambiguity when Leo’s father seems to still be
watching him although the text says, “Leo’s father wasn’t watching.”
Language Features: Moderately Complex
This book is mainly easy to understand with some occasions for more complex meaning. This occurs in the use of idioms and multi-meaning words (e.g., “Better late than
never,” “A watched pot never boils,” “his own good time”). Vocabulary is slightly complex. It is mostly familiar, but students should ultimately gain understanding of what a
late bloomer is. The use of the word bloom is extended to Leo’s father wondering if “Leo’s a bloomer” and his looking for “signs of blooming” in his son. There is an
opportunity to discuss the meaning and nuance of the word as the flowers also bloom in the illustrations. Sentences are mostly simple with use of dialogue.
Meaning/Purpose: Very Complex
The author uses allegory to address the themes of variability in development and parental expectations and concerns over their own child’s pace of growth. These themes,
although alluded to in the title, are revealed over the entirety of the text and may be new to children in this age group. In the beginning, the main character, Leo, lags
behind his friends in learning how to write his name, eat without making a mess, read, write and draw. He is shown as unhappy. His father wonders, “What’s the matter
with Leo?” His mother urges patience and assures him that nothing is wrong, “Leo is just a late bloomer.” The concept of late blooming and the allusion to the proverb, “a
watched pot never boils,” add levels of meaning and may be difficult for students to fully grasp without support. Leo blooms “in his own good time” and does all the things
his friends do while happily speaking an entire sentence, “I made it!” at the end.
Knowledge Demands: Moderately Complex
This story explores the single theme of developmental readiness from both the child’s (Leo is unhappy that he cannot do the things that his friends can) and the parents’
perspectives (Leo’s father is worried that Leo is developing late or that he might not be a “bloomer” at all while Mom is not worried). Some students will have some
experience with this theme while the idea of parental worry over development may be a new to others.
Text Complexity Analysis of Leo the Late Bloomer by Robert Kraus
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.1.3 - Describe characters, settings, and major events in a story, using key
details.
Potential Challenges this Text Poses:
The use of idiomatic phrases may pose challenges for some young readers.

Focus on Leo’s father and how he reacted to Leo’s mother’s advice about
practicing patience. Ask students to identify how his reactions
contributed to the sequence of events. You may want to have students
map the chain of events his reactions caused.
RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or
events.

Use illustrations and specific evidence from the text to compare Leo’s
feelings about himself throughout the text. Use this evidence to deepen
understanding of the theme of accepting developing at your own pace.
L.1.5 - With guidance and support from adults, demonstrate understanding of
word relationships and nuances in word meanings.

Explain the meanings of “late bloomer,” “better late than never” and “a
watched pot never boils” after discussing the text.
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.

Using details from the text, write about the lesson Leo’s father learned
from watching his son bloom.
Differentiation/Supports for Students:
While this is an outwardly simple text, the complex theme, both from the child
and parent perspectives, will allow students to have in-depth discussions.
Students must have an understanding of the idiomatic language and multiplemeaning words used in the book in order to have a thorough understanding of the
story. These concepts, especially the proverbs, may need to be explicitly taught.
Related readings of stories about self-acceptance (Ruby the Copycat) may support
student understanding of the theme and provide more quantitative complexity.
For learning extension:
 Read the story in parts as a play with assignments for narrator, Leo’s
mother, father and Leo. Rotate parts for fluency practice.
 Using the structure of the story, write a narrative of another child
experiencing late blooming. Include the lessons learned from Leo the Late
Bloomer.
 Rewrite a version of Leo the Late Bloomer but use a different setting (i.e.,
the zoo, the city, outer space).