Text Complexity Analysis of Fabulous Frogs by Linda Glaser

Text Type: eBook, Informational Picture Book

Text Description

Recommended Complexity Band Level

Fabulous Frogs describes the physical characteristics,

habits, and life cycle of the frog. This text uses simple
text and detailed illustrations to help the reader learn
about frogs.

K-1

Quantitative Measure
Quantitative Measure of the Text:
280L

Range:
N/A (Chart lists 450L +)

Associated Band Level:

K-1

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

Language Features: Moderately Complex- The text is simple with some occasions for more complex meaning. Vocabulary is mostly
familiar and on grade-level. Sentences are simple and some are compound.

Meaning/Purpose: Slightly Complex- The frog theme is obvious and is included on the front cover and text title. The level of meaning is
based on the basic characteristics of the life of frogs.

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

Text Complexity Analysis of Fabulous Frogs by Linda Glaser

Text Type: eBook, Informational Picture Book

Considerations for Reader and Task

Possible Major Instructional Areas of Focus (include 3-4
CCS Standards) for this Text:

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

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.

Potential Challenges this Text Poses:

1. Knowledge of vocabulary could pose a challenge. Students
must understand words such as habitat, life cycle, and tadpole in
order to comprehend information in the text.

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.

2. Because this text is available as an eBook, students will have

the opportunity to access it through the use of technology. This
may be challenging for some students who are unfamiliar with
using a computer, mouse, or tablet.

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.

Differentiation/Supports for Students:

1. Using a vocabulary strategy will help students become more
familiar with text terminology. Some possible strategies to use
are:
Beach Ball Vocabulary- Play a game to practice using the
vocabulary. The teacher names a term and passes the ball
and the student uses the term or asks for help from a
friend. This may be done as a whole group, small group, or
partner activity.
Provide students with the opportunity to use center time
materials that include frog life cycle word and picture cards
for labeling, creating products, and sequencing.
2. A student who is unfamiliar with the technology necessary to
access an eBook may be introduced to the technology by the
teacher and may then work with a partner while accessing the
eBook until becoming able to use the technology independently. A
hardcover or paperback copy of the text may also be used as part
of the text set if technology difficulties interfere with the learning
objectives of the reading activity for some students.
*Students may read along or read with the eBook. This book may
be connected with Trouble with Tadpoles 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)