This document provides information to help analyze the complexity level of texts for different grade bands. It includes quantitative analysis tools like Lexile and Reading Maturity Metric scores. It also provides a qualitative rubric to evaluate texts across several criteria to determine the appropriate grade level placement. The criteria include purpose, text structure, language features, knowledge demands, use of graphics, audio and visual elements. Texts are evaluated as very complex, moderately complex or readily accessible based on these criteria.
This document provides information to help analyze the complexity level of texts for different grade bands. It includes quantitative analysis tools like Lexile and Reading Maturity Metric scores. It also provides a qualitative rubric to evaluate texts across several criteria to determine the appropriate grade level placement. The criteria include purpose, text structure, language features, knowledge demands, use of graphics, audio and visual elements. Texts are evaluated as very complex, moderately complex or readily accessible based on these criteria.
This document provides information to help analyze the complexity level of texts for different grade bands. It includes quantitative analysis tools like Lexile and Reading Maturity Metric scores. It also provides a qualitative rubric to evaluate texts across several criteria to determine the appropriate grade level placement. The criteria include purpose, text structure, language features, knowledge demands, use of graphics, audio and visual elements. Texts are evaluated as very complex, moderately complex or readily accessible based on these criteria.
This document provides information to help analyze the complexity level of texts for different grade bands. It includes quantitative analysis tools like Lexile and Reading Maturity Metric scores. It also provides a qualitative rubric to evaluate texts across several criteria to determine the appropriate grade level placement. The criteria include purpose, text structure, language features, knowledge demands, use of graphics, audio and visual elements. Texts are evaluated as very complex, moderately complex or readily accessible based on these criteria.
Quantitative Analysis: Computer-based quantitative tools used to analyze text complexity and recommend placement of a text within a grade band 2-3 420-820 0.36-5.62 3.53-6.13 Lexile 4-5 740-1010 3.97-8.40 5.42-7.92 Source Rater 6-8 925-1185 5.85-10.87 7.04-9.57 Reading Maturity Metric 9-10 1050-1335 8.41-12.26 8.41-10.81 11-CCR 1185-1385 9.62-13.47 9.57-12.00 *Texts such as poetry, drama, transcripts, and those depicting step-by- Qualitative Analysis: rubric to analyze text complexity and place a text within a specific grade step processes will be assigned a grade level based on a qualitative evaluation Mark Mark Mark Criteria Very Complex Moderately Complex Readily Accessible NOTES (if present) (if present) (if present) The text contains multiple purposes, and the The primary purpose of the text is not stated The primary purpose of the text is clear, primary purpose is subtle, intricate, and/or explicitly but is easy to infer based upon concrete, narrowly focused, and explicitly PURPOSE abstract context or source; the text may include stated; the text has a singular perspective multiple perspectives Connections among an expanded range of Connections between some ideas, Connections between ideas, processes, and ideas, processes, or events are often implicit, processes, or events are implicit or subtle; events are explicit and clear; organization is subtle, or ambiguous; organization exhibits organization is generally evident and chronological, sequential, or easy to predict TEXT STRUCTURE some discipline-specific traits; any text sequential; any text features help facilitate because it is linear; any text features help features are essential to comprehension of comprehension of content readers navigate content but are not essential content to understanding content Language is generally complex, with abstract, Language is often explicit and literal but Language is explicit and literal, with mostly ironic, and/or figurative language, and archaic includes some academic, archaic, or other contemporary and familiar vocabulary; text and academic vocabulary and domain- words with complex meaning; text uses some uses mostly simple sentences LANGUAGE FEATURES specific words that are not otherwise defined; complex sentences with subordinate phrases text uses many complex sentences with or clauses subordinate phrases and clauses The subject matter of the text relies on The subject matter of the text involves some The subject matter of the text relies on little or specialized, discipline-specific knowledge; the discipline-specific knowledge; the text makes no discipline-specific knowledge; if there are KNOWLEDGE DEMANDS text makes many references or allusions to some references or allusions to other texts or any references or allusions, they are fully other texts or outside areas; allusions or outside ideas; the meaning of references or explained in the text references have no context and require allusions may be partially explained in context inference Graphics are essential to understanding the Graphics are mainly supplementary to Graphics are simple and may be unnecessary USE of GRAPHICS text; they may clarify or expand information in understanding the text; they generally contain to understanding the text (Optional) the text and may require close reading and or reinforce information found in the text thoughtful analysis in relation to the text Spoken language is highly academic and Spoken language includes some academic Spoken language is non-technical, and the technical, and the points made are often vocabulary and/or some technical language, points made are highly explicit and coherent; AUDIO STIMULUS implicit; the content seldom overlaps with the and the points made are sometimes implicit; the content bears a clear relationship to the (Optional) content in the text with which it is paired, and the content introduces some ideas or points text with which it is paired and may even the relationship between the two texts is not present in the text with which it is paired repeat the same points subtle and intricate The visual presentation is essential to The visual presentation is mainly The visual presentation is simple and only VISUAL/VIDEO STIMULUS understanding the text with which it is paired; supplemental to understanding the text with slightly reinforces understanding of the text (Optional) it may clarify or expand information in the text which it is paired; it is fairly easy to with which it is paired; it is easy to understand and requires close reading or thoughtful understand and generally reinforces and engages the reader more than it provides analysis in relation to the text information found in the text information
Briefly explain recommended placement based on your consideration of the Notes
Final Placement Recommendation Quantitative and Qualitative results recorded above.