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Text Complexity Analysis of Paul Revere’s Ride by Henry Wadsworth Longfellow illustrated by Ted Rand Text

Text Complexity Analysis of Paul Revere’s Ride by Henry Wadsworth Longfellow illustrated by Ted Rand Text Type: Poetry

Recommended Complexity Band Level

5-8

Text Description

The famous poem written about Paul Revere’s ride beautifully illustrated in this picture book.

Quantitative Measure

Quantitative Measure of the Text:

Range:

Associated Band Level:

NP

5-8

AR Reading Level: 5.6

     

Qualitative Measures

Text Structure:

Organization – S.C. connections are clear an in chronological order

Text Features – N/A

Use of Graphics – S.C. the illustrations are there to pair with the text, but the illustrations are not necessary to the text.

Language Features:

Conventionality – V.C. The poem format make the conventionality more complex.

Vocabulary – E.C. The poem uses archaic and subject specific language and the form for writing can be difficult

Sentence Structure – V.C. The poem format makes for more complex sentences.

Meaning/Purpose:

Purpose – S.C. easy to understand that the book is about Paul Revere’s part of the American Revolution.

Knowledge Demands:

Subject Matter Knowledge – V.C. though some knowledge is simple, there are many necessary locations, names, ect. Knowledge needed to read this book.

Intertextuality – M.C. few references to other texts

Text Complexity Analysis of Paul Revere’s Ride by Henry Wadsworth Longfellow illustrated by Ted Rand Text

Text Complexity Analysis of Paul Revere’s Ride by Henry Wadsworth Longfellow illustrated by Ted Rand Text Type: Poetry

Considerations for Reader and Task

R4:

Interpret words and phrases as they are used in text,

 

including determining technical,

connotative and figurative

 

meanings; and analyze how specific word choices shape meaning

and tone

 

Determine the meaning of general academic and domain-specific words

 

and phrases in a text relevant to a

grade 5 topic or subject area.

 

R6:

Assess how point of view

or purpose shapes the content and

style of a text

 

Analyze multiple accounts of the same event or topic, noting important

 

similarities and differences in the point of view they represent.

 

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)

 

R3:

Analyze

how and why individuals, events and ideas develop

and interact over the course of the text

 

Explain the relationship or interactions between two or more individuals,

events, ideas, or concepts in a historical, scientific, or technical text

 

based on specific information in the text.

 

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)

 

Possible Major Instructional Areas of Focus (include 3-4

Maryland State Social Studies Standard

:

Standard 5.0

History

 

Topic C.

Conflict between Ideas and Institutions

 

Indicator 1.

Analyze the causes of the American Revolution

 

Objective a.

 

Identify and sequence key events between the

 

French and Indian War and the American Revolution

 

CCS Standards) for this Text:

Considerations for Reader and Task R4: Interpret words and phrases as they are used in text,
Below are factors to consider with respect to the reader and task: Break down understanding of

Below are factors to consider with respect to the reader and task:

Break down understanding of the text that is on each page

Reading an example of other poems with familiar ideas to

Explicit instruction of Vocabulary words – highlighted,

Relate the illustrations to the text that is on the page

talk about comparisons and language used.

Differentiation/Supports for Students:

Potential Challenges this Text Poses:

Archaic words decoded for the students.

Explicit teaching of poetry structures

Understanding the archaic language

Content-Specific Vocabulary Words

after reading the story as a whole.

The Structure being a poem

defined, discussed in class.

Created by

 

(name, state, email, date)

Reviewed by

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