Text Complexity Analysis of George v.

George by Rosalyn Schanzer

Text Type: Nonfiction

Text Description
Recommended Complexity Band Level
This picture book compares and contrasts the viewpoints and lives of George
5-8 Washington and King George III throughout their lives, focusi

Quantitative Measure
Quantitative Measure of the Text: Range: Associated Band Level:
1120L Current: 1070L1220L Stretch: 925L Current: 11-CCR Stretch: 6-8

1185L

Text Structure:
The organization of the text is chronological and there are compare and contrast ideas between the two main characters. The text features within the text ar

Language Features:
The conventionality is mostly explicit with the information with few sentences which had some complex ideas shared. The vocabulary is highly content-speci

Purpose:
The purpose is understood easily. The title even directly states the purpose of the text. There are many ideas that the author includes within the text, but it o

Knowledge Demands:
The text gives the reader all necessary knowledge through the graphics and text. There is a lot of information included. The reader is expected to learn a lot
 Text Complexity Analysis of George v. George by Rosalyn Schanzer
Text Type: Nonfiction

Considerations for Reader and Task

Possible Major Instructional Areas of Focus (include 3-4 Below are factors to consider with respect to the reader and task:
CCS Standards) for this Text:
R3: Analyze how and why individuals, events and ideas develop Potential Challenges this Text Poses:
and interact over the course of the text
Explain the relationship or interactions between two or more individuals, - Advanced text features such as charts and graphics that
events, ideas, or concepts in a historical, scientific, or technical text could be distracting
based on specific information in the text.
- High level vocabulary
R4: Interpret words and phrases as they are used in text, - Length of the story
including determining technical, connotative and figurative
meanings; and analyze how specific word choices shape meaning
and tone Differentiation/Supports for Students:
Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area. - Reading sections of the text aloud while the students have
a copy of the text in front of them.
R6: Assess how point of view or purpose shapes the content and - Highlighting key vocabulary for the students.
style of a text
- Explicit teaching of some content specific vocabulary
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent. - Small group discussions of the key points to gain more
understanding of what we had read.
R9: Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches
authors take.
Integrate information from several texts on the same topic in order to
write or speak about the topic knowledgeably

W1: Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant
and sufficient evidence
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. (see items a-d for specific sub-
standard expectations)

W3: Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-
structured event sequences
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. (see
items a-d for specific sub-standard expectations)

Maryland State Social Studies Standard:

Standard 5.0 History
Topic C. Conflict between Ideas and Institutions
Created by Chenoa Zais, Maryland, Cbzais0@frostburg.edu, 3/8/17 (name, state, email, date) Reviewed by
____________________________________________(name, state, e-mail, date)