Running head: TEXT COMLEXITY

Text Complexity: George Washington by Caroline Crosson Gilpin

Sarah Leach
EDU/742 Study Skill & Content Literacy Instruction
University of New England
January 24, 2016

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Text Complexity
Books are a great way to inform students of a variety of different topics and to keep them engaged in the learning process. However, in order
for books to be truly beneficial teachers must know what books to use for whole class instructions, reading aloud, and independent reading.
Therefore, teachers must understand each students reading needs and interests. Once this is established the teacher runs a text complexity test on the
text to ensure that it will be a successful tool to use in the classroom. All books are different and though a majority of them have reading levels on
them they vary in levels based on who created it. The other reason teachers need to use text complexity analysis is because only the teacher can
determine all factors of the book based on each individual student. When teachers conduct text complexity analysis they are ensuring that materials
they provide will keep the students engaged and learning throughout the day. George Washington by Caroline Crosson Gilpin is a great resource to
use to help students learn more about George Washington and Presidents Day. Though this book looks inviting and is labeled as a level two by
Scholastic the true question is if the book is right for a first grade classroom. If it is right, is it right for the students to read independently or as a
whole class?
The goal when determining a text complexity analysis is to make sure that the book is not too easy or too hard. The books need to present the
right amount of challenge in order to keep the students learning and engaged. To determine if George Washington is an appropriate book for first
grade a text complexity analysis was conducted. The book received a 590L from Lexile. This could be considered a really high number for first grade
but additional factors needed to be considered. A qualitative measure was conducted and it was determined that George Washington had a low and
middle low level. While the purpose and knowledge demands were low the structure and language conventionality and clarity were middle low. The
purpose of the story was clearly stated and did not require any background knowledge to understand. However, the organization of the book may
present some challenges at it takes a break in talking about Georges accomplishments in order to explain details about that era, such as using candles

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for light, what food they ate, and how most children did not attend school. The book used illustrations and captions to clarify meaning of large words,
such as when they talked about the Boston Tea Party. Though the balance of the qualitative measure presents a story that provides some challenge it
is not impossible for the students to read. The last task was to assess the reader-task considerations. A careful reading of the book determined that the
book would be inviting and interesting to a large number of students due to the large colorful images and content. Considering all the data that was
collected showed that this book could be appropriate for first grade level students.
Knowing the text complexity of a book helps the teacher determine if the book is appropriate for the students and how the book should be
used. Though George Washington was determined as an appropriate book for students to read independently if at a proficiency or above proficiency
reading level not all books need to be. The teacher may determine that with the current population of students the book may be better suited as a
guided reading book or as a read aloud. With the more structured setting the teacher can guide the students thinking process, assist with their reading
skills, and filter out unnecessary distractions. The teacher will also be able to constantly monitor comprehension and engagement as the book is read.
I think a majority of teachers do conduct text complexity without really thinking about what they are doing. Most teachers choose books for a
variety of reasons and will usually consider how they can use the book. However, by learning about the text complexity method I am better able to
understand what I am doing and why. I am also able to better adjust the reading content of my students because I understand the logic behind
choosing the proper book. Though some content we are learning about may have limited book choices I am able to conduct a text complexity analysis
on each book and determine what would be the most beneficial way to use that book.
The biggest challenge with this process is the fact that it is time consuming. To conduct this process on all the books and tailored to each
student can take a great deal of time. However, as I become more familiar with the method it will decrease in time as I know what is interesting to the
students and what is not. Once all the books are identified in this manner the speed of finding the right book for the right situation will become easier.

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Though each school year the population of students will change the books will remain labeled with details of how they can be used based on their
text complexity analysis results. This will decrease the time consumption of the process and enhance the educational experience in the classroom.
Considering books like George Washington by Caroline Crosson Gilpin teachers are able to introduce a variety of content to the students and
keep them working on their reading skills. However, it is the perfect balance that teachers need to obtain in order to ensure the students do not
become bored or overwhelmed. It is through the text complexity analysis that teachers can find that right balance. Though part of the process may
introduce some data which can determine the success of a book it is the combination of data that shows the true success of the book. As with George
Washington this book was determined as a good independent read for students that are at grade level with reading skills. However, it was also
determined that it would be just as effective as a guided reading book or as a read aloud. Depending on the needs of the students and how much
support they will need. In my class it was used as an independent reading book for those that were ready for it and the rest used it as a guided reading
group book. We reflected on what we learned as a class.

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6
Text Complexity Analysis of George Washington by Caroline Crosson Gilpin
Text Type: Informational Text

Text Description

Recommended Complexity Band Level

George Washington is a book about George Washingtons

accomplishments leading up to becoming the first United States of
America president.

George Washington is recommended as a second through third

grade band level. However, it can be used for first grade with
support or with students that have grade level or above grade level
reading skills.

Quantitative Measure
Quantitative Measure of the Text: 590 L
Range:
Associated Band Level:

Qualitative Measures

h the story follows a simple chronological order it does take breaks in the story to offer more detail. The book takes a break between Georges education and marriage in order to explain the United Sta

present some challenge to the reader. Since the pronunciations and meaning are given the students will still be able to understand the story.

ur country. His accomplishments are clearly stated and it is evident on why Washington is important and how he played a role in our country.

er to refer to other text in order to understand.

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7
Text Complexity Analysis of George Washington by Caroline Crosson Gilpin
Text Type: Informational Text

Considerations for Reader and Task

eas
consider
of Focus
with(include
respect to
3-4the
CCS
reader
Standards)
and task:for this Text:

stures
this of
Text
thePoses:
book and are asked to reflect on how they help them:
he
and
reader
use various
to understand
text features
how to(e.g.,
use captions
headings,and
tables
illustrations
of contents,
to enhance
glossaries,
their
electronic
understanding.
menus, icons) to locate key facts or information in a text.
he
s reflect
readeron
to what
knowthey
howlearned:
to use pronunciation features in order to read big words.
and
in the
answer
storyquestions
in order to
about
provide
key details
more details.
in a text.
Students must be able to understand that these are to enhance their understanding. The student must be able to add these details to their knowledge base w
y the main topic and retell key details of a text.
nd
ports
answer
for Students:
questions to help determine or clarify the meaning of words and phrases in a text.
be able to read this story independently. This story can be used as a guided reading lesson so the teacher is there to guide their understanding and support their reading skills.
ed as a read aloud. The teacher will be able to control how the book is read in order to filter out all the details that break up the story. Reading the story aloud will ensure the words are read correctly. T
ken up into sections so the students are reading the key details the teacher wants the students to learn. This will decrease the reading requirements and may improve their retention of the materials.
e added to the word wall, created into flash cards, or studied in a variety of ways in order to help students understand their meaning and retain the information for further use.

Created by Sarah Leach, Maine, , January 23, 2016 (name, state, email, date)

Reviewed by ____________________________________________(name, state, e-mail, date)