A supplementary document provides a much more detailed information and examples on choosing an appropriate text. Section IV, "Key Considerations in Implementing Text Complexity," has been most helpful to me. It details four important points:
- Look at quantitative measures first. Numeric values such as those provided by the Lexile Framework help teachers pinpoint texts with appropriate sentence lengths, word frequency, and so on.
- Analyze the text qualitatively. Think about the book's structure, clarity, language conventionality, knowledge demands, levels of purpose, etc.
- Qualitative considerations will sometimes "trump" quantitative measures. For example, a novel written in a straightforward, conventional style is much easier than a novel requiring constant inference or written in archaic language.
- These measures don't always work for every text. Poetry and drama, for example, are difficult to analyze for sentence length and word frequency.
- Because of Winn-Dixie (610L)
- Holes (660L)
- Number the Stars (670L)
- Ella Enchanted (670L)
- Elephant Run (750L)
- The Westing Game (750L)
- Chasing Vermeer (770L)
- Paddle-to-the-Sea (840L)
- Strider (840L)
- Shiloh (860L)
- The Cat Who Went to Heaven (1000L)
- Hatchet (1040L)
In order to directly address the Common Core State Standards, I spent the winter months writing new curriculum units for Ella Enchanted and Hatchet. Both can be found in my store at Teachers pay Teachers.
I hope you find CCSS's Three Factors to Measuring Text Complexity to be helpful in your classroom too!