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Text Complexity Analysis of Plant Secrets by Emily Goodman

Text Type: Informational Picture Book

Text Description

Recommended Complexity Band Level

Plant Secrets This book describes the life cycle of four

K-3

common plants. Young readers learn about the


phases: seed, plant, flower, and fruit.

Quantitative Measure
Quantitative Measure of the Text:
720L

Range:
450L-730L

Associated Band Level:


2-3

Qualitative Measures
Text Structure: Slightly Complex- The organization of the text is clear and follows an order that makes sense in describing the life cycle
of plants. The use of graphics directly support and assist in helping students understand the text.

Language Features: Moderately Complex- The text is explicit with some occasions for more complex meaning. Vocabulary is mostly
familiar and on grade-level. Most sentences are simple and compound with a few sentences having complex constructions.

Meaning/Purpose: Slightly Complex- The plant life cycle theme is obvious and is included on the front cover and in the first few
sentences of the book. The level of meaning is based on the basic characteristics of the plant life cycle.

Knowledge Demands: Slightly Complex- The text explores a single theme (plant life cycle). There are no references to other texts or
cultural elements.

Text Complexity Analysis of Plant Secrets by Emily Goodman


Text Type: Informational Picture Book

Considerations for Reader and Task


Possible Major Instructional Areas of Focus (include 3-4
CCS Standards) for this Text:
3.C.1.a. Identify and draw pictures that show what an animal (egg
to frog) and a plant (seed to tree) looks like at each stage of its life
cycle.
3.C.1.b. Describe and compare the changes that occur in the life
cycle of two different animals, such as a frog and a puppy, and
two different plants, such as a rosebush and a maple tree.
RI2 With prompting and support, identify the main topic and retell
key details of a text
With prompting and support, listen to a wide variety of
complex informational texts.
RI3 With prompting and support, describe the connection
between two individuals, events, ideas, or pieces of information in
a text.
With prompting and support, demonstrate an
understanding of sequential order.

Below are factors to consider with respect to the reader and task:
Potential Challenges this Text Poses:
1. This text is more complex than what Kindergarten students are
expected to read independently and would require sight word
vocabulary and decoding skills that most Kindergarten students
do not have.
2. Vocabulary knowledge may be one area that will impact
students' understanding of the text. Students will hear words
such as specks, stems, narrow, thick, thin, rubbery, bright, pale,
shell, and clusters.
Differentiation/Supports for Students:
1. This book will be used as a read aloud. The teacher will read
the book several times over the course of a few days in order for
students to have repeated exposure to the text.
2. For students who may not understand the concepts in the book,
a small group reading of the book may take place. The teacher
will guide children in taking a picture walk and will have the group
discuss the illustrations and prior knowledge. The goal is to
decrease vocabulary demands while still helping children build
and use an appropriate amount of vocabulary that will aid in the
comprehension of the text.
3. The teacher may provide textile examples of vocabulary words.
A center with real roses, peas, acorns, and tomatoes would also
help children build vocabulary and understanding.
*This book may be connected with The Tiny Seed and other books
in the text set that are about life cycles of plants and animals.

Created by Shawna Shipe

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

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