EDUC 656
MULTITEXTS EVALUATION
Teachers are actively involved in selecting materials to be used in instruction. Research supports
the use of literary and informational texts in the content classroom to enhance learning and
provide student engagement in the subject. For this assignment, you will learn how to evaluate
multitexts for classroom adoption in grade levels 4–12.
Imagine that you have a new class this year or have just been hired as a new teacher. You need to
evaluate reading materials for the class. Choose three books that you think would be appropriate
to teach in your area of content licensure for grades 4 – 12. The texts must be connected to each
other and to your overall content area. Books must be chapter books (no textbooks), no picture
books are permitted (minimal illustrations may be present), and literary and/or informational
texts. (See the information in Chapter 6 of the course textbook).
**EXCEPTION: If your licensure area is in Middle School/Secondary Reading/ELA you
MUST choose another content area as an interdisciplinary study unit for this assignment. Be
sure to pull in standards from a similar unit of study, or link a text/book study that you would
normally complete to an area outside of ELA.
Complete the template/chart evaluating the genre, quantitative and qualitative measures of text
complexity, and how you will match the reader with the text. This will demonstrate your
understanding of the impact of text upon reading comprehension (e.g., genre, readability,
coherence, text structure, and text complexity). This will also help identify cognitive targets
(e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in
the construction of meaning of literary and informational texts.
There are four considerations that must be made in your evaluation of each text: qualitative
measures, quantitative measures, reader-task considerations, and teacher recommendations. You
will complete the four required sections of the provided template for each of the three selected
texts to create a SINGLE word document for submission in Blackboard.
Section 1. Qualitative Measures
After reading the three texts you have selected, you will evaluate the qualitative measures
of the selected texts using the text complexity template. In this section you will evaluate
the three books (literary and/or informational) on the qualitative measures of the text
including the language of the book, structure, purpose of the text, and knowledge
demands.
Section 2. Quantitative Measures
Using the three different formulas below, determine the readability level (quantitative
considerations) for each of the texts that you have selected. Specific instructions for how
to complete these calculations can be found in the index of your text as well as using the
online links found in the course.
▪
▪
▪
The Fry Readability Graph.
The SMOG Formula.
The Flesch-Kincaid Grade Level Formula.
Page 1 of 2
EDUC 656
Once you have completed the calculations, you will add the information in a narrative
form on the rubric, including the levels you discovered, based on the three formulas.
Section 3. Reader-Task Considerations
In addition to the overall qualitative nature of the book, consider qualitative options a
teacher may need to think about in relation to the specific readers being asked to
complete this task. There are several considerations that may need to be made
considering the depth of prior knowledge, content/theme concerns based on age level, or
reading skills that a student may have. Be specific for each of the qualitative
considerations listed in the template, giving details and suggestions.
Section 4. Recommended Placement
Write a short paragraph giving your overall recommendation of the appropriate/use
placement of this text. This is your overall evaluation of the text and should include
specifics that a teacher may need to know when making a decision for use in the
classroom. This may include suggestions that combine all of the factors given above.
Be sure that you have included your references in current APA format for each of the books at
the end of your completed template.
This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 2.
Page 2 of 2
EDUC 656
MULTITEXTS EVALUATION
Teachers are actively involved in selecting materials to be used in instruction. Research supports
the use of literary and informational texts in the content classroom to enhance learning and
provide student engagement in the subject. For this assignment, you will learn how to evaluate
multitexts for classroom adoption in grade levels 4–12.
Imagine that you have a new class this year or have just been hired as a new teacher. You need to
evaluate reading materials for the class. Choose three books that you think would be appropriate
to teach in your area of content licensure for grades 4 – 12. The texts must be connected to each
other and to your overall content area. Books must be chapter books (no textbooks), no picture
books are permitted (minimal illustrations may be present), and literary and/or informational
texts. (See the information in Chapter 6 of the course textbook).
**EXCEPTION: If your licensure area is in Middle School/Secondary Reading/ELA you
MUST choose another content area as an interdisciplinary study unit for this assignment. Be
sure to pull in standards from a similar unit of study, or link a text/book study that you would
normally complete to an area outside of ELA.
Complete the template/chart evaluating the genre, quantitative and qualitative measures of text
complexity, and how you will match the reader with the text. This will demonstrate your
understanding of the impact of text upon reading comprehension (e.g., genre, readability,
coherence, text structure, and text complexity). This will also help identify cognitive targets
(e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in
the construction of meaning of literary and informational texts.
There are four considerations that must be made in your evaluation of each text: qualitative
measures, quantitative measures, reader-task considerations, and teacher recommendations. You
will complete the four required sections of the provided template for each of the three selected
texts to create a SINGLE word document for submission in Blackboard.
Section 1. Qualitative Measures
After reading the three texts you have selected, you will evaluate the qualitative measures
of the selected texts using the text complexity template. In this section you will evaluate
the three books (literary and/or informational) on the qualitative measures of the text
including the language of the book, structure, purpose of the text, and knowledge
demands.
Section 2. Quantitative Measures
Using the three different formulas below, determine the readability level (quantitative
considerations) for each of the texts that you have selected. Specific instructions for how
to complete these calculations can be found in the index of your text as well as using the
online links found in the course.
▪
▪
▪
The Fry Readability Graph.
The SMOG Formula.
The Flesch-Kincaid Grade Level Formula.
Page 1 of 2
EDUC 656
Once you have completed the calculations, you will add the information in a narrative
form on the rubric, including the levels you discovered, based on the three formulas.
Section 3. Reader-Task Considerations
In addition to the overall qualitative nature of the book, consider qualitative options a
teacher may need to think about in relation to the specific readers being asked to
complete this task. There are several considerations that may need to be made
considering the depth of prior knowledge, content/theme concerns based on age level, or
reading skills that a student may have. Be specific for each of the qualitative
considerations listed in the template, giving details and suggestions.
Section 4. Recommended Placement
Write a short paragraph giving your overall recommendation of the appropriate/use
placement of this text. This is your overall evaluation of the text and should include
specifics that a teacher may need to know when making a decision for use in the
classroom. This may include suggestions that combine all of the factors given above.
Be sure that you have included your references in current APA format for each of the books at
the end of your completed template.
This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 2.
Page 2 of 2
(Add title page information here).
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Running head: MULTI-TEXTS EVALUATION
Multi-Texts Evaluation
Liberty University
1
MULTI-TEXTS EVALUATION
2
Title and Author: George Washington Carver: An Innovative Life, by Elizabeth MacLeod
Levels of Meaning/Purpose: This book portrays real-life excitement for scientific discovery and quest for knowledge
and understanding of the function, growth, and reproduction of plants. Respect for history of scientific discovery and
African-American contributions is gained through this reading.
Genre & Structure: The genre of this work is non-fiction, biography, and informational. The structure of the book
begins at birth and proceeds through the major accomplishments and lasting contributions made by George Washington
Carver. Along with the narrative, each section contains personal pictures with captions.
Language Conventionality and Clarity: The language is informative, educational, and narrative.
Content and/or Theme Concerns: The comprehensiveness of the biography may distract from the focus on science,
however this will also give a true picture of a life-time impact of science discovery. Guided discussion will be
important to keep focus on science as to not be overtaken by the heaviness of segregation and racism.
Knowledge Demands: Prior knowledge or cross-curricular teaching of geography and civil rights history will be
important in understanding biographical information. Higher vocabulary words and timeline usage will be instrumental
in understanding. Critical thinking skills, analysis, and self-application will be utilized.
Readability Formula Level:
• The Fry Readability identifies this title as being at the 7th grade-level.
• The SMOG Formula identifies this title as being at the 11th grade-level.
• The Flesch-Kincaid Grade Level Formula identifies this title as being at the 8.6 grade-level.
Cognitive Capabilities: The students are 4th graders with a range of below average to above average ability.
Reading Skills: Although the students are at a level below the required reading level for this text, this book can be
utilized as a read-aloud with teacher explanation and paraphrasing.
Motivation and Engagement with Task and Text: This biography spurs inspiration and motivation to study plants as
it reveals life application of the knowledge obtained in the science content matter.
Prior Knowledge and Experience: Children who actively explore the outdoors in their home-life will be able to relate
to George Washington Carver’s initial interest in plants. Prior knowledge of African-American history obtained in
history content area will aid in understanding.
Complexity of Associated Tasks: The life works represented in the biography as related to investigating and
understanding plant anatomy and life processes correlate directly with the Unit planning. George Washington Carver’s
plant-related scientific activities are the exact tasks that the students will be learning and performing in this Unit.
George Washington Carver: An Innovative Life is highly applicable and beneficial to the 4th grade Science student who
is learning about plant anatomy and life processes. Quantitative measures place the text well above 4 th grade readability.
Determination is for this text to be utilized as a read-aloud and free-time exploration. With teacher explanation and
paraphrasing, the students can learn and be challenged. The text will aid in piquing the interest of students and inspiring
them to study plants with excitement. This text will also aid in applying direct instruction information to life.
MULTI-TEXTS EVALUATION
3
The Magic School Bus Plants Seeds: A Book About How Living Things Grow by Scholastic
Levels of Meaning/Purpose: On one level, this book is a creative fictional book intended to grab the student’s
attention with an outrageous exploration of plants. On another level, it appeals the senses to investigate plant anatomy
and reproduction.
Genre & Structure: The text is fictional with some basis on scientific facts. The structure of the book is a narrative
story in dialogue format that begins and ends in a classroom setting with the middle plot in an up-close look at plant
life.
Language Conventionality and Clarity: The language used is on the child level and is informative in regards to plant
facts.
Content and/or Theme Concerns: It may be necessary to assess for any confusion between make-believe and real
scientific knowledge presented in the story.
Knowledge Demands: The nature of the story demands the ability to sort fiction from fact. The text tests prior
knowledge of plant facts and reproduction.
Readability Formula Level:
• The Fry Readability identifies this title as being at the 5th grade-level.
• The SMOG Formula identifies this title as being at the 5th grade-level.
• The Flesch-Kincaid Grade Level Formula identifies this title as being at the 4.6 grade-level.
Cognitive Capabilities: This class of 4th graders range from below average to above average grade-level reading
ability.
Reading Skills: Most students will be at the reading level of this text, while a few will be below.
Motivation and Engagement with Task and Text: This text will grab the attention of the students and capture their
thinking in a fun way. The text directs the readers towards exploration of plan anatomy and reproduction and will
insight further inquiry.
Prior Knowledge and Experience: It will be beneficial for the student to have prior knowledge of pollination and
seeds; however, this text will also be useful in assessing for such prior knowledge. Students who have experience with
observation of flowers and pollen will be impacted more.
Complexity of Associated Tasks: The Science tasks for this unit are investigation and understanding of plant anatomy
and life processes which are taught to a certain degree in this story. Students will need to be skilled at reading dialogue
as they read this story.
The three readability formulas conclude an almost exact identification of readability at the 5th grade-level. This text can
be recommended as an independent-level reading during the second half of the 4th grade school year. I would
recommend for this reading to be placed at the introduction of this Science unit to be used to pique the interest of the
students.
MULTI-TEXTS EVALUATION
4
Plant Life by Peter Riley
Levels of Meaning/Purpose: The purpose of this text is instructional and to convey information about plant life.
Genre & Structure: The genre of this title is non-fictional and informational. The book includes a table of contents
and a glossary of new vocabulary words.
Language Conventionality and Clarity: Simple language and short sentences yield clarity and ease of understanding.
Content and/or Theme Concerns: The abundant amount of information may result in overload or intimidation. It is
recommended to incorporate this book in segments during direct instruction of each objective.
Knowledge Demands: The reader needs to be familiar with the use of titles and subtitles throughout. The book
requires the ability to reading strictly informational text and process multiple facts per page.
Readability Formula Level:
• The Fry Readability identifies this title as being at the high end of the 3rd grade-level.
• The SMOG Formula identifies this title as being at the 5th grade-level.
• The Flesch-Kincaid Grade Level Formula identifies this title as being at the 6.3 grade-level.
Cognitive Capabilities: This class of 4th graders range from a below average to above average reading ability.
Reading Skills: The level of readability is high for independent reading, but within the range for read-aloud. Students
at a lower reading ability will benefit from a corresponding audio book.
Motivation and Engagement with Task and Text: This text will be a good supplement to instruction in plant
anatomy, reproduction, and photosynthesis. In-text diagrams and pictures will provide deeper engagement and
understanding.
Prior Knowledge and Experience: Students must be familiar with the structure of informational text to include titles,
subtitles, table of contents, diagrams, and glossary in order to maximize comprehension.
Complexity of Associated Tasks: The content teacher must provide instruction in preview of the text, identification of
new vocabulary words, and use of the table of contents and glossary. Portions of the text may supplement each
objective in the unit planning.
Plant Life is an excellent informational book to supplement 4th grade Science investigation and understanding of plant
anatomy and life processes. Quantitative measures identify this title as being above the 4th grade-level for independentlevel reading, but below grade-level for read-aloud. It is determined that this title will be a vital asset to instruction as a
read-aloud as well as for independent or group exploration in work centers. Teacher explanation and paraphrasing will
be required for maximum comprehension.
MULTI-TEXTS EVALUATION
5
References
MacLeod, E. (2007). George Washington Carver: An Innovative Life. Tonawanda, NY: Kids Can Press Ltd.
Riley, P. (1999). Plant Life. New York, NY: Franklin Watts.
Scholastic (1995). The Magic School Bus Plants Seeds: A Book About How Living Things Grow. New York, NY:
Scholastic Inc.
An Analysis of Civil War Texts
Liberty University
Title and Author: Soldier’s Heart by Gary Paulsen
Levels of Meaning/Purpose: The purpose of this novel is to tell the story of a man who signs up for the
volunteer regime of the military during the Civil War. He is on the Union side. The story also explores the
thoughts and feelings of the main character, Charley Goddard, as he witnesses death and destruction from the
battlefield. The reader
Genre & Structure: The genre of the novel is historical fiction because the events represent different battles
of the Civil War. The text is structured so the reader can follow the timeline of events that Charley Goddard
takes. Although there are sentences that involve others communicating with the main character, most of the
book details the account of Charley going through the process of serving in the military. The structure is easy
to follow.
Language Conventionality and Clarity: The language is concise and understandable. However, there are
some inappropriate words used a few times throughout the book. Furthermore, there are unique words, taken
from the past, that are incorporated into the book to connect the reader to the Civil War era.
Content and/or Theme Concerns: Students that do not like to read about dead bodies may have a hard time
reading the material. Secondly, there are a few words that should not be repeated in a classroom, and they
could result in students pronouncing them aloud for attention.
Knowledge Demands: There is war terminology used in the book. Therefore, a basic knowledge of war and
weapons helps to understand the setting of the book. Since the book details death and the ways that certain
soldier are killed, it is necessary to reflect and remember those that lost their lives.
Readability Formula Level:
• The Fry Readability: For the Fry readability graph, the average number of syllables is 135.7, and the
average number of sentences is 7.2. The intersection of these two numbers puts The Fry places the book
at a 6th grade reading level.
• The SMOG Formula. Since there are 25 words that contain three or more syllables, the SMOG formula
sets the book at an 8.3. An 8.3 is an 8th grade reading level.
• The Flesch-Kincaid Grade Level Formula. The Flesch-Kincaid formula is 6.4 because the average
number of words per sentence is 14.1, and the average number of syllables per word is 1.4. After
computing this formula, the book would be at a 6th grade reading level.
Cognitive Capabilities: Students should be able to analyze text and make predictions about events in a story.
They should be able to follow a general timeline of events.
Reading Skills: To read the text, students should be at least on 6th grade reading level. This means that
students should be fluent readers. Moreover, students should have acquired skills in decoding words,
summarizing, and evaluating a literary work.
Motivation and Engagement with Task and Text: Since the book is not very long, students should be more
motivated to read the entire book. Engaging students would involve activities that relate to the book and serve
as learning tools. For example, a map of the battles that the main character encounters is a way to connect the
reader to the text.
Prior Knowledge and Experience: Prior knowledge about battles is important because this book documents
a few of them. Being able to recall different types of weapons and vocabulary terms creates an opportunity to
connect with the text. At the very least, students need to acquire knowledge about the Civil War, especially
the Gettysburg battle because this battle was the key battle mentioned in the book.
Complexity of Associated Tasks: Teachers can use this book as a reference to teach additional topics related
to the Civil War. In addition, the teachers could use this book as an opportunity to educate readers about life
after a war has ended. Although not discussed in the book, the Gettysburg Address could be incorporated into
a lesson as an additional resource.
Overall, Soldier’s Heart is a short read that gives students a brief account of what it was like to serve in the
military, the moral dilemma and regret for volunteering, and the depression that encompasses a person when
they know death is unavoidable. Although the SMOG formula states that the book is an 8th grade level book
for reading on one’s own, the book should be able to be read and understood by a 6th grade student with
assistance from the teacher. The chapters are short and readable. Prior to using this book in the classroom, a
teacher needs to be aware that a few inappropriate words are in the text. This book would be useful as an
additional tool to aid in a unit about the Civil War. Unlike a textbook, the story provides the emotional
perspective of what a typical soldier faced during wartime.
Title and Author: The River Between Us by Richard Peck
Levels of Meaning/Purpose: The River Between Us is a story about a teenager, named Tilly Pruitt, who has a
brother in the Union army during the Civil War. In addition, two women arrive in Tilly’s hometown of
Illinois and take residence in her home. Through these experiences, Tilly learns about the impact of slavery,
war, and the importance of family.
Genre & Structure: This is a historical fiction book. The book starts out in present day, flashbacks to the
Civil War era, and ends up in present day. Since the story reflects on the past, it is important to pay attention
to the dates in the headings of the chapters. Otherwise, the text could be complicated and difficult to follow.
Language Conventionality and Clarity: There is regional dialect in the book because two of the main
characters are from New Orleans, and they have migrated to Illinois. The language can be difficult to
understand with the unfamiliar words and phrases used in the conversations. However, most of the book is
decodable with academic level words.
Knowledge Demands: It is important to understand of words and jargon used in the past to fully comprehend
the text. Additionally, knowledge about the Civil War, women’s roles, and the impact of societal change and
pressures during the war is beneficial.
Readability Formula Level:
• The Fry Readability: The average number of syllables is 127.7, and the average number of sentences is
6.5. Based on the Fry readability graph, the book is at a 6th grade reading level.
• The SMOG Formula: The SMOG formula puts the level at 7.3 because there are 15 words with three or
more syllables. At 7.3, the book represents a 7th grade readability level.
• The Flesch-Kincaid Grade Level Formula. The average number of words per sentence is 16.3, and the
average number of syllables per word is 1.3. Therefore, the Flesch-Kincaid formula results in a 6.1 score.
This score equates to a 6th grade readability level.
Cognitive Capabilities: Students need to have strong critical thinking skills to predict, analyze, summarize,
and explore the book. Students who struggle in comprehension may be unable to appreciate this text.
Reading Skills: Students need to be fluent readers and able to decode words. Furthermore, students need to
be able to read between the lines and be able to connect to the text. Students, who are at a lower reading level,
will have a hard time being able to analyze and evaluate the text and the progression of the story.
Motivation and Engagement with Task and Text: Teachers should plan activities and teach mini-lessons
on the main concepts in this book. This would motivate students. Identifying new and difficult words would
be beneficial because students are provided with a way to connect to the text.
Prior Knowledge and Experience: Prior knowledge about the Civil War and slavery would allow students
and teachers to establish a connection between what is known and what needs to be learned. If students do not
have a prior knowledge about war or slavery, important concepts may be missed.
Content and/or Theme Concerns: As stated previously, the element of flashbacks and flashforwards may
cause issues with students who are not used to reading material in this format. The focus of women at home
may not be as enjoyable as specific battles. There could be confusion with the connections between the main
characters and their relationships in the present. The story focuses on the people at home during war.
Complexity of Associated Tasks: Students need to be taught about the North and the South, the reasons for
the war, and the difficulties of adapting to new surroundings. The limitations of African Americans in the
past should also be discussed ahead of time or while the book is read in class.
The River Between Us contains a variety of inflection and regional dialect in the style of writing. To read this
effectively, students need to have strong comprehension skills. Based on the formulas, the book should be
placed at least at a 6th grade readability level. If a student wants to read this individually, a 7th grade
readability level would be more appropriate. In the end, teachers need to make sure that students understand
the concept of going back in time to tell a story. Otherwise, students will be at a loss and will struggle with
the text.
Title and Author: Red Moon at Sharpsburg by Rosemary Wells
Levels of Meaning/Purpose: This novel has many elements and events that surround the main character. Red
Moon at Sharpsburg is written to tell the story of India Moody, a young girl who has father that goes to fight
for the Confederate army. This book explores the meaning of living in the South, the impact that war has on
the family and living conditions, and the sicknesses that results during the Civil War. Lastly, the story
demonstrates the bravery of a young girl to navigate unchartered surroundings to find her ailing father.
Genre & Structure: Red Moon at Sharpsburg is a historical fiction novel. Furthermore, parts of the story are
from events that occurred throughout the Civil War. The text is structured in chronological order as events
and time advances as the main character ages. Also, the sentences, paragraphs, and chapters are organized in
an easy to read format. Nevertheless, the book is fairly long.
Language Conventionality and Clarity: For the most part, the language is clear and can be read fluently.
However, there are certain parts of the text when characters are speaking in regional dialect. Consequently,
word meanings may become challenging to read.
Content and/or Theme Concerns: Although the story is readable, the inner meaning of the characters’
thoughts and emotions may be hard to comprehend. Since the book is about the Civil War, the subject of
slavery and death surfaces. The theme of nonconforming to society is another message in the book. This is an
emotional topic to explore. Since there are several key events take place in the story, students may struggle
to remember them all.
Knowledge Demands: General knowledge about war is useful because the focus of the story is on the Civil
War. In addition, it is necessary to be aware of gender roles of the time and the ramifications of slavery.
Being able to read a long book is also important.
Readability Formula Level:
• The Fry Readability: The SMOG Formula. The Fry readability is 5th grade because the average number of
syllables is 127.8, and the average number of sentences is 6.8. Additionally, there are 10 words with three
or more syllables. This places the SMOG formula at 6.3. A 6.3 puts the book at a 6th grade reading level.
• The Flesch-Kincaid Grade Level Formula. The Flesch-Kincaid level formula places the book at 4.8
because the average number of words per sentence is 13.1, and the average number of syllables per word
is 1.3. This means that the grade level readability is 5th grade for reading this book.
Cognitive Capabilities: To read this book, students need to be able to think accurately and establish critical
thinking skills. The implications of war, especially a war fought within a country, creates problems for
families, society, and the economy. Therefore, students should be at a point where they can rationalize this
concept and comprehend what is in the text.
Reading Skills: To read the book, the student should be at a 5th or 6th grade reading level. If students are
below these levels, they will need accommodations. Guided reading or literature focus groups might also help
those who need assistance with this book. Gifted students, those above a 5th or 6th grade reading level, will
find this book a simple read.
Motivation and Engagement with Task and Text: Being able to connect the book to relevant experiences is
a way to motivate students. Another way is to create activities, group assignments, and projects that are
enjoyable and explore the book. Lastly, previewing the book provides a way for students to create a visual
image about the material in the book. If a book sounds interesting, students will be motivated to read it.
Prior Knowledge and Experience: Accessing and including background information about the Civil War is
a beneficial way to introduce the book because it allows students to share their ideas and thoughts about the
Civil War. A class discussion is a way to review prior knowledge about the Civil War and the impact on the
culture.
Complexity of Associated Tasks: Teachers could use this book as an opportunity to educate students about
regional dialect. Students can learn about differences in speech in different parts of the country. Finally, the
spread of disease is a topic that associates with the historical text and relates to science.
Red Moon at Sharpsburg is a compelling story about a daughter wanting to save her father. Although the
readability formulas place this book at a 5th or 6th grade reading level, the content and progression of the book
should set it at a 6th grade level. If teaching a unit on the Civil War, teachers should consider using this book.
Since there are a broad range of topics discussed, the book would provide students with a unique perspective
of the Civil War.
References
Paulsen, G. (1998). Soldier’s Heart. New York, NY: Delacorte Press.
Peck, R. (2003). The River Between Us. New York: NY: Dial Books.
Richardson, J., Morgan, R., & Fleener, C. (2012). Reading to learn in the content areas (8th ed.).
Belmont, CA: Wadsworth.
Wells, R. (2007). Red Moon at Sharpsburg. New York: NY: Viking.
Text Complexity Analysis
STUDENT NAME
Liberty University
Chasing Vermeer, by Blue Balliett
Levels of Meaning/Purpose: Set in Chicago, Chasing Vermeer entails a couple of clever sixth grade students
using problem solving skills, imagination, fantasy (geometric pentaminoe shapes bestowing knowledge, and a
rare piece of art communicating), and an eccentric teacher to solve an international crime of art theft that
baffles the FBI. Googlereads.com describes this book as “A Da Vinci Code for tweens. Newsweek"
(Googlereads.com, n. d.).
Genre & Structure: This is a mystery book written in simple narrative style. The author begins the book with
a description of key components used throughout the text including a written and pictorial representation of
pentaminoes, a map of the school campus, and a discussion of famous art work with hints of hidden meaning.
The structure is easy to follow and the reader’s curiosity is built upon the opening descriptions of
pentaminoes and how they relate to the art work.
Language Conventionality and Clarity: The language is modern and easy to follow. The opening chapter is the
most difficult to follow since the characters being introduced are not identified until nearing the climax of the
mystery. Conversation between the main characters, Petra and Calder, is easy to read, predictable, and fluent.
Content and/or Theme Concerns: As stated above, the themes of chance, coincidence, and superstition
resonate throughout the book. For Christian teachers, this is an excellent opportunity to discuss such themes
and how they hold up to God’s word of truth. Another concern is how obedience to those in authority is
portrayed. In most cases, the characters respect and obey their teacher, but there are incidents in the book
where the characters steal a school administrator’s keys, use deceit to accomplish a search for the missing art,
and make a plan to open a sealed letter not meant for them to read. In the end, the truth comes out about the
letter incident, but there is no other mention of how stealing or deceit is unethical or morally wrong, nor is
there strong evidence of parental guidance or discipline.
Knowledge Demands: Themes of coincidence, chance, and superstition resonate throughout the book. Higher
levels of reasoning and maturity are necessary to discern the credibility of superstitious events. The reader is
also challenged to consider values of trust and honesty in relationships between students and teachers, and
between children and adults in general.
Readability Formula Level:
• The Fry Readability: The Fry Readability Graph indicates a grade level of 4 with the average sentence
•
•
length of 9.16 words per sentence and the average number of syllables of 127.67 per 100 words.
The SMOG Formula: The SMOG formula revealed a readability level at grade 8 with 24 words of three or
more syllables in three sets of ten sentences.
The Flesch-Kincaid Grade Level Formula. Using an online readability calculator, the Flesch-Kincaid Grade
Level Formula found the readability level to be at 4.8 (grade 5) (“Readability Formulas,” n.d.).
Cognitive Capabilities: The students in the sixth grade class rely on differentiated instruction in the form of
written instructions, visual examples, and physical manipulatives, along with two students needing
specialized instruction with an aide. Two other students rely on more advanced material to present
meaningful challenges and maintain interest, especially in mathematics.
Reading Skills: This book is appropriate for most readers in the sixth grade class as two students read above
grade level, sixteen read at grade level, and two require specialized assistance to read and comprehend text
through read-alongs, read-alouds, and extra reinforcement activities.
Motivation and Engagement with Task and Text: Using the book in a joint assignment between the sixth grade
mathematics teacher and sixth grade literature teacher creates a learning environment rich in meaning and
purpose. Chasing Vermeer contains related geometric figures, problem solving strategies, and number-toletter associations useful in maintaining interest in math units associated with finding area in geometry,
solving equations in algebra, and extracting useful information from story problems in math. Students are
more engaged in both classes as a sense of anticipation is created from one class to the next, and they are
more motivated to learn by solving the mystery.
Prior Knowledge and Experience: The students have experience in reading mystery books and in working with
pentaminoes. Most enjoy a good mystery book. They are sixth graders themselves and can relate easily with
the characters and their experiences. For those students who prefer genre other than mystery, group activities
to solve coded math problems using the pentaminoe code created by one of the characters in the book will
serve to connect prior experience with new math content.
Complexity of Associated Tasks: With differentiated instruction in place, students should find the tasks required
of them in both the mathematics class and literature class to be challenging and rewarding. Using the PAR
Lesson Framework (Richardson, Morgan, & Fleener, 2015, pp. 14-16), teachers should have a meaningful
discussion about superstition, chance, and coincidence in light of God’s truth in all phases of the lesson.
Mathematics teachers in particular, can combine chance with a discussion of probability in order to demystify
chance as it is portrayed in the book.
Chasing Vermeer combines many educational opportunities across content areas. The fact that the Fry
Readability Formula suggests a fourth grade reading level, the SMOG Readability Formula suggests a
seventh to eighth grade reading level, and the Flesch-Kincaid Reading Level Formula suggests a fifth grade
reading level, supports the idea that this book is beneficial for all learners across different content areas.
Therefore, Chasing Vermeer is appropriate for the sixth grade class to study in both literature and
mathematics while taking into consideration content and theme issues as stated above.
The Wright 3 by Blue Balliett
Levels of Meaning/Purpose: Set in Chicago, The Wright 3 is a sequel to Chasing Vermeer. The two main
characters are reunited with a fellow classmate who moved away for most of the school year. The three must
now readjust to new friendships as they embark upon another adventure to save the Frank Lloyd Wright
Robie House by using problem solving skills, imagination, fantasy, and an ideas from an eccentric teacher.
The Wright 3 contains multiple mathematical concepts using 3-D pentaminoes and hidden Fibonacci codes in
the form of The Invisible Man. The Wright 3 also contains accurate historical information about Frank Lloyd
Wright’s Robie House with embellishments explained in the author notes.
Genre & Structure: This is a mystery book written in simple narrative style mimicking Chasing Vermeer. The
author again begins the book with a description of key components used throughout the text including a
written and pictorial representation of pentaminoes, a map of the school campus, and a discussion about
hidden patterns found in art and nature. The structure is easy to follow and the reader’s curiosity of the
mysterious happenings at the Robie House work to maintain interest. Although the book is fictional, most of
the information concerning Frank Lloyd Wright and his architectural designs is accurate.
Language Conventionality and Clarity: The language mimics that of Chasing Vermeer and is easy to follow.
The reader must put together pieces of information from new characters and their roles as the story evolves.
In order to facilitate comprehension, there should be little interruption in the reading of this book.
Conversation between the main characters, Petra, Calder, and Tommy, is easy to read, predictable, and fluent.
Content and/or Theme Concerns: As stated above, the themes of chance, coincidence, and superstition
resonate throughout the book. The eccentric teacher, Ms. Hussey relies upon a rock as a talisman to provide
comfort, wisdom, fortune, and to grant wishes. Ms. Hussey instructs her students how to use the talisman as
she asks each to make a wish as they hold it. For Christian teachers, this is an excellent opportunity to
discuss such themes and how they hold up to God’s word of truth. Another concern is how obedience to
those in authority is portrayed. In most cases, the characters are respectful to their teacher and parents, but
there are many incidents in the book where the characters make plans to deceive in order to achieve their
goals. In one incident, they disobey their parents by intentionally climbing up the railroad track to retrieve a
book that a passenger had thrown out the window. They justified their disobedience as worthy of the cause to
save the Robie House. In another incident, they lie to their parents about going to movie and instead sneak
into the restricted Robie House where their lives are in danger. They again justify their deceit as worthy of
the cause to save the Robie House. In the end, they accomplish their mission but are never disciplined for
disobedience and lying.
Knowledge Demands: Just as in Chasing Vermeer, themes of coincidence, chance and superstition resonate
throughout this book, but at a greater level. Higher levels of reasoning and maturity are necessary to discern
the credibility of superstitious events and activities. The reader is challenged to consider loyalty, honesty,
and trust in relationships between friends and adults who are in authority over children.
Readability Formula Level:
• The Fry Readability: The Fry Readability Graph indicates a reading grade level of 7 with the average
sentence length of 5.04 words per sentence and average number of syllables of 133.33 per 100 words. The
SMOG Formula: The SMOG Formula reveals a reading grade level of 8, with 24 words of three syllables
or more in three sets of ten sentences.
•
The Flesch-Kincaid Grade Level Formula: Using an online readability calculator, the Flesch-Kincaid Grade
Level Formula found the readability level to be at 4.5 (grade 5) (“Readability Formulas,” n.d.).
Cognitive Capabilities: The students in the sixth grade class rely on differentiated instruction in the form of
written instructions, visual examples, and physical manipulatives, along with two students needing
specialized instruction with an aide. Two other students rely on more advanced material to present
meaningful challenges and maintain interest, especially in mathematics.
Reading Skills: This book is appropriate for most readers in the sixth grade class as two students read above
grade level, sixteen read at grade level, and two require specialized assistance to read and comprehend text
through read-alongs, read-alouds, and extra reinforcement activities.
Motivation and Engagement with Task and Text: Using the book in a joint assignment between the sixth grade
mathematics teacher and sixth grade literature teacher creates a learning environment rich in meaning and
purpose. The Wright 3 contains related geometric figures, problem solving strategies, and graphic
descriptions of Fibonacci Numbers useful in maintaining interest in math units associated with finding area in
geometry, solving equations in algebra, and extracting useful information from story problems in math.
Students are more engaged in both classes as a sense of anticipation is created from one class to the next, and
they are more motivated to learn by solving the mystery.
Prior Knowledge and Experience: The students have experience in reading mystery books and in working with
pentaminoes. Most enjoy a good mystery book. They are sixth graders themselves and can relate easily with
the characters and their experiences. For those students who prefer genre other than mystery, group activities
to solve coded math problems using the Fibonacci Numbers depicted as The Invisible Man in one of the
windows of the Robie House will work to connect prior experience with new math content.
Complexity of Associated Tasks: With differentiated instruction in place, students should find the tasks required
of them in both the mathematics class and literature class to be challenging and rewarding. Using the PAR
Lesson Framework (Richardson, Morgan, & Fleener, 2015, pp. 14-16), teachers should have a meaningful
discussion about superstition, chance, and coincidence in light of God’s truth in all phases of the lesson.
Mathematics teachers in particular, can combine chance with a discussion of probability in order to demystify
chance as it is portrayed in the book. Teachers may also take opportunities to discuss Fibonacci Numbers
found in nature and relate it to God’s awesome creation and how He delights in His children’s discoveries.
The Wright 3 combines many educational opportunities across content areas, just like its prequel, Chasing
Vermeer. The fact that the Fry Readability Formula suggests a seventh grade reading level, the SMOG
Readability Formula suggests a seventh to eighth grade reading level, and the Flesch-Kincaid Reading Level
Formula suggests a fifth grade reading level, supports the idea that this book is beneficial for all learners
across different content areas. Therefore, The Wright 3 is appropriate for the sixth grade class to study in
both literature and mathematics while taking into consideration content and theme related issues as discussed
above.
The Number Devil by Hans Magnus Enzensberger
Levels of Meaning/Purpose: In The Number Devil, a twelve year old boy named Robert who hates math
(especially fractions) and his math teacher, learns simple to complex math concepts over the course of twelve
nights of dreaming. He is visited by a Number Devil in his dreams and initially resists his teachings. As the
dreams progress, Robert becomes very fond of and comforted by the Number Devil to the point of missing
him when he doesn’t come. Robert learns about zeros, ones, infinite series, irrational numbers, primes,
probability, and many related applications. Without realizing it, Robert learns number theory which he later
uses in his math class. In the end, Robert still does not like his math teacher, but ends up loving math.
Genre & Structure: The Number Devil is classified as children’s fiction written in narrative style. The
narrative structure is easy to follow and the reader is always aware of when Robert is dreaming and when he
is awake.
Language Conventionality and Clarity: The language is fairly easy to follow, but the reader may become
confused with the author’s use of the terms “number hell” and “number heaven” interchangeably. Heaven
and hell are clearly opposite, but the author does not make a clear distinction. The author uses fictitious
names for known mathematical concepts which may also confuse the reader in real math classes. For
example, Vroom! is used to represent factorials, prima-donna numbers are prime numbers, rutabagas are
square roots, and unreasonable numbers are irrational numbers. The author also changes the names of
esteemed mathematicians like Bonacci for Fibonacci, Professor Horrors for Carl Friedrich Gauss, Lord
Rustle for Bertrand Russell, and Professor Singer for Georg Cantor. Readers unaware of the author’s intent
to create a connection between the fictitious names and real names may be at a disadvantage in math classes.
The author recognizes these possible disadvantages and clarifies misconceptions at the end of the book and
assumes that the student will read it. Finally, conversation between the Number Devil and Robert is easy to
follow, although not always pleasant.
Content and/or Theme Concerns: One of the major drawbacks of the book is the association of math with hell.
The author gives no apparent contextual, spiritual, or philosophical meaning to his use of the terms heaven
and hell and often uses them interchangeably. Educators should be aware of student responses to this
terminology and address issues as needed. For public institutions, care should be given to present math in a
more lighthearted manner. The only way that Christian private institutions can arguably utilize the text is to
completely rewrite the text in terms of The Number Angel, The Number Thing, The Number Animal, or
anything else more appropriate, and eliminate references to hell. Another one of the drawbacks of the book,
is that the author never fully addresses Robert’s question of why the tricks he learned work. Even though he
is able to transfer knowledge to his real math class in solving a combinatorics problem, he never got to the
“why” of it. Educators should take the opportunity to expand on the Number Devil’s lessons with similar
activities to further develop intuition.
Knowledge Demands: Themes of hell, dislike of mathematics teachers, and dislike of mathematics in general,
resonate throughout the book. Higher reasoning skills are necessary to understand the author’s intent of
creating an intuition for math. Although Robert is twelve, a typical twelve year old in sixth or seventh grade
would probably have difficulty understanding the mathematical content without guided instruction.
Readability Formula Level:
• The Fry Readability: The Fry Readability Graph indicates a reading grade level of 4 with the average
sentence length of 9.45 words per sentence and average number of syllables of 127.67 per 100 words.
•
The SMOG Formula: The SMOG Formula reveals a reading grade level of 7, with 11 words of three
•
syllables or more in three sets of ten sentences.
The Flesch-Kincaid Grade Level Formula: Using an online readability calculator, the Flesch-Kincaid Grade
Level Formula found the readability level to be at 5 (grade 5) (“Readability Formulas,” n.d.).
Cognitive Capabilities: The students in the sixth grade class rely on differentiated instruction in the form of
written instructions, visual examples, and physical manipulatives, along with two students needing
specialized instruction with an aide. Two other students rely on more advanced material to present
meaningful challenges and maintain interest, especially in mathematics.
Reading Skills: This book is appropriate for most readers in the sixth grade class as two students read above
grade level, sixteen read at grade level, and two require specialized assistance to read and comprehend text
through read-alongs, read-alouds, and extra reinforcement activities.
Motivation and Engagement with Task and Text: The subject area of mathematics historically has held a
negative reputation of being boring, inapplicable to real life, and too difficult to comprehend. The Number
Devil attempts to bring mathematics to an intuitive level by using humor, wit, and common experiences of
twelve year old mathematics students. When creatively combined with a math lesson, this text can increase
interest and motivation to learn a new concept. There are so many possible lesson plans that can be created in
combination with this text. Educators should be discerning in how and to what extent the text is used for
reasons discussed below in the Content and/or Theme Concerns section. Used wisely, this text can work to
alleviate the boredom and dislike of math in general and create a positive learning atmosphere.
Prior Knowledge and Experience: Many of the students in the sixth grade mathematics class are twelve years
old and will relate well with Robert’s dislike of math. The easy level of readability should not be an issue for
these students, rather the math content selected should be based upon achievable goals using the PAR Lesson
Framework (Richardson, Morgan, & Fleener, 2015, pp. 14-16).
Complexity of Associated Tasks: With differentiated instruction in place, students should find the tasks required
of them in the mathematics class to be challenging and rewarding. Using the PAR Lesson Framework
(Richardson, Morgan, & Fleener, 2015, pp. 14-16), teachers may create many useful lesson plans using real
life examples just as the Number Devil did. Teachers may also take opportunities to discuss how consistent
relationships found with numbers point directly to God’s awesome creation, faithfulness, and consistency.
The Number Devil is packed full of educational opportunities in the math content area. The fact that the Fry
Readability Formula suggests a fourth grade reading level, the SMOG Readability Formula suggests a
seventh grade reading level, and the Flesch-Kincaid Reading Level Formula suggests a fifth grade reading
level, supports the idea that this book is beneficial for all learners in the sixth grade. Educators, however,
must thoroughly understand the implications of using the text as written. Rewriting the text with
unambiguous contextual, spiritual, and philosophical purpose is necessary before placement.
Notwithstanding, The Number Devil is appropriate for the sixth grade class to study in mathematics.
References
Balliett, B., & Helquist, B. (2004). Chasing Vermeer. New York, NY: Scholastic Press.
Balliett, B., & Helquist, B. (2006). The Wright 3. New York, NY: Scholastic Press.
Enzensberger, H. M., & Berner, R. S. (2000). The number devil: A mathematical adventure. New York, NY:
Henry Holt.
Googlereads.com. (n.d.). Chasing Vermeer (Chasing Vermeer, #1) by Blue Balliett — Reviews, Discussion,
Bookclubs, Lists. Retrieved May 27, 2018, from
http://www.goodreads.com/book/show/444347.Chasing_Vermeer
Readability Formulas. (n.d.). Retrieved May 27, 2017, from http://www.readabilityformulas.com/freetests/sixreadability-formulas.php
Richardson, J. S., Morgan, R. F., & Fleener, C. E. (2015). Reading to learn in the content areas (8th ed.).
Boston, MA: Cengage Learning.
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