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I assessed this text using the Fry Graph, and it was determined to be a Grade 11 reading level.

Although I am not yet a teacher, my rationale for choosing this novel was that it is a classic. That being so, classics are reading expectations for students, and often, their first exposure to advanced literature. I thought that assessing this text would be useful for the future because I very well might choose to teach it if I have the flexibility to do so.

I am glad this text's readability is within a high school range because that means I can teach it; however, I think that I need to conduct more tests because I question the accuracy. Wuthering Heights, in my opinion, is very complex (even I find myself getting lost within its pages). Reading such a difficult novel would be an opportunity for students to expand their reading abilities, and of course, with a little guidance.

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I chose the book 'The Hate You Give' by Angie Thomas because it is not a difficult book to read in terms of complex vocabulary and overall syntax. The author addresses the systematic issue of police brutality through the eyes of a teenager and her family, their words and experiences conveying such a powerful message that flowery and complex vocabulary could not even begin to address.

Using the Fry Graph, I placed this book around the 6th grade level (with about 120 syllables and around 6 sentences).

This goes to show you that language and the stories of people can coney an honest, necessary, and meaningful message without complex, academic language. Students of all levels will be able to make connections and have important and necessary discussions with this book.

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To identify the text complexity, I chose two books to see the accuracy of assessing texts. One of the books I chose is a biography of Ruby Bridges  "Through my eyes" which I would like to use in my future classroom. The other book I used was "Enrique’s Journey" by Sonia Nazario. I used the Fry graphs to analyze the reliability of the book. I also compared it with the Lexile level to see it's accurate. 1.	"Through my eyes "- The reason I chose this book was that it's a multicultural book that I can introduce to my classroom. It is a story about a six-year-old black girl surrounded by a federal marshal, who walked through a mob of screaming segregationists and into her school. This is also a book to introduce to American history of racism and segregation to students.The average sentence length of the three passages I selected was 6 and the average number of syllables in a sample passage was 138. In the Fry Graph, the grade level for this book is grade 7. To check the accuracy of the Fry Graph, I compared it with the Lexile level (860L). According to the Lexile level, it is a book that can be used for grade 4-8 grades. After reading and analyzing the book, I think the Fry graph provided an accurate level because of its text comprehensibility. Even though some fifth graders will be able to read it fluently, it might be hard for them to comprehend. Having said that this book can be incorporated into 4th and 5th-grade level as well if the reader is at an independent level. If the reader is at a frustration level, this is not the book to introduce. 2. "Enrique's Journey"-The reason I chose this book is that it talks about the challenges immigrant Mexican children have to face during their travel from Mexico and the challenges they have to face once they migrate. I used this book last semester and wanted to find out if I could use this book in my future classroom. The average sentence length of the three passages I selected was 4.7 and the average number of syllables in a sample passage was 156. In the Fry Graph, the grade level for this book is for Grade 12. This indicates it may be introduced to grade 12; however, the lessons should be modified according to the students' level of reading as it’s a bit above the average readability for this grade level. To check the accuracy of the Fry Graph, I compared it with the Lexile level (860L). For this book, I cannot rely on the Lexile level as it’s too complicated for this level. This task helped me to understand teachers' need to use different measurements to see the text readability before selecting a book for students and decide which is the appropriate book for their level. 

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To identify the text complexity, I chose two books to see the accuracy of assessing texts. One of the books I chose is a biography of Ruby Bridges  "Through my eyes" which I would like to use in my future classroom. The other book I used was "Enrique’s Journey" by Sonia Nazario. I used the Fry graphs to analyze the reliability of the book. I also compared it with the Lexile level to see it's accurate. 1.	"Through my eyes "- The reason I chose this book was that it's a multicultural book that I can introduce to my classroom. It is a story about a six-year-old black girl surrounded by a federal marshal, who walked through a mob of screaming segregationists and into her school. This is also a book to introduce to American history of racism and segregation to students.The average sentence length of the three passages I selected was 6 and the average number of syllables in a sample passage was 138. In the Fry Graph, the grade level for this book is grade 7. To check the accuracy of the Fry Graph, I compared it with the Lexile level (860L). According to the Lexile level, it is a book that can be used for grade 4-8 grades. After reading and analyzing the book, I think the Fry graph provided an accurate level because of its text comprehensibility. Even though some fifth graders will be able to read it fluently, it might be hard for them to comprehend. Having said that this book can be incorporated into 4th and 5th-grade level as well if the reader is at an independent level. If the reader is at a frustration level, this is not the book to introduce. 2. "Enrique's Journey"-The reason I chose this book is that it talks about the challenges immigrant Mexican children have to face during their travel from Mexico and the challenges they have to face once they migrate. I used this book last semester and wanted to find out if I could use this book in my future classroom. The average sentence length of the three passages I selected was 4.7 and the average number of syllables in a sample passage was 156. In the Fry Graph, the grade level for this book is for Grade 12. This indicates it may be introduced to grade 12; however, the lessons should be modified according to the students' level of reading as it’s a bit above the average readability for this grade level. To check the accuracy of the Fry Graph, I compared it with the Lexile level (860L). For this book, I cannot rely on the Lexile level as it’s too complicated for this level. This task helped me to understand teachers' need to use different measurements to see the text readability before selecting a book for students and decide which is the appropriate book for their level. 

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https://hub.lexile.com/find-a-book/book-details/9781400062058

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I am a preservice teacher, so for this exercise, I chose the novel The God of Small Things by Arundhati Roy. I read this in 11th grade in IB English, so I was curious to see what grade level it actually aligned with. It's a grogeous book that deals with a lot of themes like the aftermath of colonization and imperialism in India, and as a teacher I plan to expose high schoolers to books outside of the Western canon. In my tests, I found that the average numbers of sentences per 100 words was about 5.5 and the average number of syllables about 140, which put this book at about a 9th grade reading level. I think this is a challenging book, but it utilizes a very stream of conscious style with short sentences and simple words interspersed with longer, more descriptive language. I think this brought the readability score lower than maybe it should be. I think 11th grade when I read it is more appropriate, especially since it has mature themes. The Lexile Level for the book is 840 L which corresponds to about a 6th grade level, which seems way off to me and I think demonstrates how sentence length and syllables don't always necessarily work for determining difficulty especially with more interpretive, lyrical texts with prose that's almost more similar to poetry.

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The text that I have chosen is The Unteachables by Gordon Korman. I chose this book since the veteran teachers on my fifth grade team decided it would be a great book for a daily read aloud to the fifth graders and boy, were they correct! My students love this book and always ask me to keep reading even after the fifteen minutes of read aloud are up. It warms my heart to know that even the oldest students in elementary school want to sit on the carpet to hear a good book being read aloud to them.

As I have learned this week about culturally responsive teaching, it did not dawn on me that one of the reasons the students are so interested in this book is due to the book demographic. After all, this book is about students and teachers! Specifically, The Unteachables is about a group of students in room 117 that others refer to as "unteachable." These students are the ones that cause any sort of mischief in the classroom and therefore have been moved into a separate part of the school due to their behavior. It is a feel good underdog story about how one teacher can change the trajectory of the students' lives and give them a redemption nobody saw coming. It uses themes such as perseverance, never giving up, and don't judge a book by its cover to relay the overall meaning.

Even though this book does not have difficult content, I was interested to see where it fell on the Fry Readability Graph. I was able to find three passages randomly throughout the book and counted 100 words. From there, my passages fell within a range of 137-149 syllables and about 7.7 sentences in each 100 word chunk. I was able to decipher that The Unteachables is on a 6th grade level which explains the underlying meaning behind lots of detail the author provides and the need to inference beyond the book. It makes me feel proud as an educator that this book is challenging my students on a higher reading level and encouraging deeper thinking in the process.

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I don’t have my own classroom yet, but for this task I chose “George vs. George: The American Revolution as seen from Both Sides.” I chose this book because it ties-in with the EL curriculum/4th grade (module 3). This text has a number of historical and political terms and concepts which might cause difficulty to certain students.

I used the “Lexile Levels” chart to assess the readability of this text. First, I typed the ISBN of the book on the following website that generates the Lexile number of the book which was 1120L (see pic below). I used this result to compare the number with the scale on page 108. According to the Lexile scale, this book would fit the 9th and 10th grade level. I was initially thinking about using it with 4th graders, but now I am definitely changing my plans.

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I Know Why the Caged Bird Sings by Maya Angelou 

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I Know Why the Caged Bird Sings by Maya Angelou 

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I selected Maya Angelou’s I Know Why the Caged Bird Sings. I looked at three random passages and found that the sentence lengths per 100 words were 3.2, 4, and 3.5.  When graphing sentence length and syllables per 100 words for the chosen passages, I found it to be between an upper 7th  to upper 8th reading level. By comparison, its Lexile level is 1330L, placing it in the stretch band for 11+ grade students. While, I chose these passages at random and have not taught this text in a classroom setting, I hope to potentially incorporate it into an 11th or 12th grade curriculum. While the Fry Readability test places it around an 8th grade level, some of the content (e.g., rape) is more appropriate for older students as the Lexile measure indicates. Therefore, I'd want to discuss the recurring, complex themes and analyze the text with older students. Moreover, the lower Fry Readability score could promote a deeper analysis of the content and themes of this book with 11th or 12th graders.

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"The Old Man and the Sea" by Ernest Hemingway

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"The Old Man and the Sea" by Ernest Hemingway

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I do not have a class of students yet, but I chose this novel because it features several literary devices and themes, such as pride and determination.  I will definitely use it in my future ESL classroom. Using the Fry Readability Graph, I read three different 100 word sections and found that the reading level of this novel is on the lower end of the  6th grade with an average of five sentences and 118 syllables.
I was a little surprised since I was expecting a higher grade level for this kind of novel. I also did not know how the results would  apply to an ESL classroom, which often involves different grade levels. To further understand the results, I did some research on the 6th grade reading requirements under the Common Core Standards, and I  found that this novel's readability aligns with what students are expected to learn under the Common Core Standards. In the context of ESL classrooms, I assume that this novel will best meet the needs of advanced ESL students.  I will help my students to overcome their difficulties reading this novel by explaining the meaning of difficult words and teaching the functions of different literary devices found in literature.
This novel is enjoyable to read and will benefit my students in several ways. It will improve their English language skills and allow them to discuss and analyze some of the major themes in the novel. I really enjoyed reading this novel , and I think it  will engage students in higher order thinking and provide opportunities to learn about different literary devices and their effect on the reader.

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I chose to use the short story version of  “Flowers for Algernon” that I read with my 8th graders at the beginning of the school year. The short story version is less controversial than the novel, which was banned due to explicit content. The short story version stays true to the theme of the novel, and allows students to explore a variety of themes, as well as enjoy the unique structure of the text.

I analyzed the readability of the short story using the Fry Graph. When taking the average of the three reading passages, I found that the reading level of the short story was at a 5th grade reading level. The Lexile level of the novel is 910L, which is at a 6-8th grade level, however the stretch Lexile level is at a 4-5th grade level. I was not that surprised that the Fry Graph, and stretch Lexile band were at a 5th grade level, because when reading the text with my 8th graders, it is usually an easy read for most of them. The themes and ideas in the text however, are ones that my older students appreciate and are able to analyze and make connections with. Although a 5th grader may be able to read this text fluently, I would not recommend it due to the topics that are presented within the text.

I chose this book because it is one that my students truly enjoy and it is a good way to pique their interests in the beginning of the school year. They enjoy the text because it is a unique story and forces them to explore a variety of ethical and moral questions when it comes to scientific experimentation and the human condition. This book gets my students thinking about how people treat others, as well as how we treat those that have differing abilities than our own.

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For several years, Fitzgerald's Jazz Age classic was a staple in my 11th grade English courses, at both honors and standard academic levels. I chose to make this part of my course, which had an American "Dream" arc as a follow-up unit to the Harlem Renaissance for it's connection as a critique of the thematic idea of the course, the interdisciplinary co-teaching opportunities with the American History courses, it's examination of social hierarchies, plus the narrative structure and the exposure to the stylistic prose of the author. My students generally were engaged and animated during their socratic seminars and eager to explore the "glamour" of the time period. However, as my classes gained larger numbers of EL students, it was obvious that many struggled with the readability of the text while still being eager to engage in the critical analysis and entertainment factor of the multiple love triangles.
Thus, Gatsby immediately came to mind to put to the test for text readability.  Using the Fry Readability Graph methodology, a sample Gatsby passage had 3.7 sentences and 147 syllables in a span of 100 words. As such, that leveled the novel at grade 10. While on its surface this would be ideal for 11th grade students, the reality is that many in this rural district with high levels of EL students in addition to high numbers of those living in poverty do still struggle with the text, particularly the length of the sentences. Utilizing this tool provides insight into how the sentence length effects text readability as a whole and allows for good reflection on how to select strategies to mitigate student frustration while reading.

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As an ELA teacher of grades 6-8, it is very important to determine what reading levels are appropriate for my students. This includes analyzing text readability by determining the Lexile level of the work and by utilizing the Fry Graph. The book I chose was Flush by Carl Hiaasen, which is the book I am finishing now with my 6th graders. This text explores many themes, including coming-of-age, self-identity exploration, and good vs. evil. I chose to do a text readability assessment on this text because although the concepts have been easy for my students to follow, some of the vocabulary has been challenging for my struggling readers. Typically, this text is read aloud in class by myself or students that are comfortable reading for the class. I have found that some of the language used is a bit dated, even though the text was only written 16 years ago. I conducted the Fry readability assessment using the graph from figure 4.8 in the text by Vacca, Vacca, and Mraz. This assessment instructs me to read three different 100 word sections of the novel. I also counted sentences and syllables. After averaging the two, I determined that Flush is a fourth or fifth grade reading level. The lexile is approximately 770L, with a stretch band reaching up to 1000L. Although it surprises me that some of my high achieving students struggle with a text that is below grade level, the vocabulary used changes my perspective. Many of the phrases and terms used are not used today, which creates a barrier between the author and the intended audience. This can be problematic if the text is too dated, which should prompt educators and stakeholders to reevaluate the intent behind utilizing this text with 6th graders. As you know, public school ELA teachers do not have much “wiggle room” in the content we get to teach in Wake County. As I did this year, I selected supplemental/mentor texts for students to read alongside this text that vary in levels of readability. This serves the purpose of challenging my higher achieving students and by meeting ALL of my students where they are in terms of ability and potential. Mentor texts selected explore similar themes as Flush in multimodal formats such as digital texts, graphic novels, and those written in verse. This way, I can provide my students with texts that are relevant and enjoyable to them in a way that is fruitful to their own learning style. I love that I have the Fry Graph resource now, because it will make my selection process of mentor texts much more beneficial to both my students and I!

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I do not have a class of students yet, but I chose Wuthering Heights by Emily Bronte because it is a book that I do plan on teaching in a high school classroom at some point. Using the Fry Readability Graph on pg. 109 of Vacca, Vacca, and Mraz, I placed this book at a 9th grade reading level with 5 sentences and 147 syllables being the average per 100 words. One reason I chose this text was because of the themes. The themes of this book are important for high school aged students to explore. Some of the themes being love, anger, class differences, and revenge can show students how certain aspects of the past are still the same in modern times. It gives students an honest, but brutal look at what life was like back then in regard to class differences, and shows the harsh reality of what anger and revenge can do to people. I was a little surprised to see this land in the 9th grade section because I thought this would be better suited in a 10th or 11th grade class, but it could possibly work in a 9th grade class depending on the students reading skills.

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I chose to analyze The Giver by Lois Lowry for its text readability using Lexile level. The Lexile level of The Giver is 760L (although the chapters range from 500L all the way up to 1000L). In the original Lexile band, this places The Giver in a 4-5 grade reading level. In the stretch band, this places it closer to the 2-3/4-5 border. Despite this, I (probably) would never give this book to a student younger than 6th grade.

I teach this book because I think it explores critical themes that engage students including censorship, government control, individuality, and creative thought. It also shows the importance of connection and meaningful relationships. This text is one that is accessible for all readers in my particular classroom as far as reading level goes. The "below grade level" readability is what allows them to connect with themes and make deeper analysis in a meaningful way.  As mentioned above, I don't think I'd give this book to the average student below 6th grade (possibly a mature 5th grader), especially without the opportunity to discuss and ask questions. The book is meant to explore complex content such as sexuality, societal power structures,  suicide, religion, and freedom of expression. Just because a younger student COULD read it, it doesn't necessarily mean that they SHOULD read it. I've had multiple parents fight me on teaching The Giver (including one family who left the school because of it), so it's something to consider. While Lexile can be a good marker to help choose books that will aid in developing students' reading levels, no one readability tool can tell you about the complex themes or age "appropriateness" of a book. However on the other hand, choosing "low" Lexile books can increase accessibility and encourage deeper analysis!

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Riding In Cars With Boys: Confessions of a Bad Girl Who Makes Good by Beverly Donofrio

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Riding In Cars With Boys: Confessions of a Bad Girl Who Makes Good by Beverly Donofrio

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Using the Fry Graph, I placed this book at a 10th grade level. (160 words, 160 syllables, 7 sentences). Years, ago, college freshmen in my Basic Writing Class seemed to get it (though they presumably weren't reading at the freshman level and thus were placed in BW). At the time, I didn't think about "readability." I had been burned the previous year by the department's recommendation, Catcher in the Rye, because the students thought Holden Caulfield a snobby, whiny spoiled brat (a fair criticism). So I chose this book the next semester for its more working-class orientation, and again now because I wanted to see if I had done a good job guessing at the reading level. Theme was also important: Donofrio gives up on education for a while after getting pregnant and learning that her family can't afford to send her to college (much closer to my students at a state college). I think students also liked the authenticity of a memoir. It is dated now but I may look for another coming-of-age story about the meaning of education. I also like the idea of reading 2-3 different memoirs in small groups, perhaps at 2-3 reading levels.

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I am a pre-service secondary English teacher, so I imagined planning a lesson for a future 11th grade English class. I selected The Immortal Life of Henrietta Lacks by Rebecca Skloot, because it’s a fantastic work of literary non-fiction with broad appeal for diverse readers. The text also aligns well with many of the Common Core Reading Standards for Informational Text.

I utilized the Fry Readability Graph from p. 109 of Vacca, Vacca, & Mraz to determine whether the book is complex enough for 11th grade students, drawing on three samples of text from random chapters in the book for my experiment. I determined the average 100-word passage contained an average of 4.7 sentences and 153 syllables, placing it squarely in the center of the 11th grade reading level section on the Fry Readability Graph.

Upon further research, I learned the publisher-listed lexile for The Immortal Life of Henrietta Lacks is 1140L, which is within the “current lexile band” of an 11th grade student and the “stretch lexile band” of a 9-10th grade student, according to the chart on p. 108 of VV&M. It is on the lower end of the expected lexile band for 11th grade, according to the new Common Core Standards. Knowing this, I realize it might be better suited for a 10th grade English class. I would need to assess the reading level of my current students to know whether the book presents an appropriate challenge for them.

This biography speaks to a range of topics, including science, medicine, history, culture, ethics, racial justice, and women’s rights. As a teacher, I would try to draw on my students’ funds of knowledge to identify meaningful connections they could make with the text. I could also draw connections between parts of the book and subjects they’re exploring in other content areas.

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I selected the Folger version of Shakespeare’s Hamlet. Students typically read at least a couple of Shakespeare’s works through their school experience, and Hamlet is one of his most well-known ones. Today, there are multiple books, movies, and references made to Hamlet that an individual familiar with Hamlet would be able to recognize and understand such as Disney’s The Lion King, or the iconic “To be, or not to be, that is the question” quote. I recall studying Shakespeare in 8th, 10th, and 12th grade, and since many of his plays would be approximately the same reading level, I was interested to discover what that level is.  Hamlet does have mature themes and content so may not be appropriate for students outside of an AP class.

I performed the Fry Readability Graph assessment. I selected three passages at random with results of 8, 16, and 9.5 sentences with 119, 134, and 149 syllables for an average of 11 sentences and 134 syllables per 100 words. According to the Fry Graph, Hamlet is written at a 4th grade reading level. Obviously, Hamlet is not appropriate for 9-year-olds to read. Due to Hamlet being a script for a dialog-heavy play, the sentences are much shorter than a book with lengthy descriptions, hence the higher sentence count which affects the readability rating. Additionally, though there are many single syllable words, Shakespeare is known for being difficult to understand due to use of older English words and metaphors.  So while a 4th grader could potentially read Hamlet, it would be impossible for them to understand the language and themes. As Vacca Vacca Mraz states, “it is important to remember that [these assessments are] not intended to reflect the quality or content of any printed text, nor can [it] take into account the background knowledge that students bring to a text.” Teachers should use multiple sources and use their best judgment when selecting a book for class use.

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For this task I chose three books: Winnie the Pooh by A. A. Milne (1928), The Old Man and the Sea by E. Hemingway (1952), and Dakia, Fille D’Alger by Dakia (1996). I used the Fry graph on p. 109 of the Vacca, Vacca & Mraz textbook after taking random samples of my chosen texts.

Results:

1. Winnie the Pooh was rated at the 7th grade level (average sentence length (SL): 6.3, avg. Word length (WL): 134.7) on the Fry graph. According to lexile.com, this book is for 4-5 graders with a score of 790L.

2. Old Man was rated on the 3rd grade level (SL: 8, WL: 117.7) on the Fry graph and 940L on lexile.com: intended for middle school readers (6th -8th grades).

3. Dakia was rated at 8th-9th grade level (SL: 6.3, WL: 150) on the Fry graph. This book was not available on lexile.com but it is recommended for ages 11-13 on the publisher’s website; flammarion-jeunesse.fr

Discussion:

Being skeptical of the Fry graph and Lexile level scores (which are “not intended to be prescriptive” p. 108, Vacca, et al., 2017) I chose books that are not exactly typical to compare with each other. I also plan to teach other second languages, specifically French, so I included a French language text (Dakia).

According to the Fry graph score, middle schoolers should be reading Winnie the Pooh. Beyond the obvious attitude problems that this would be likely to incite, the book is clearly for primary school-aged kids. I think the Lexile score is accurate.

Choosing Hemingway was obviously a way for me to show that the Fry system is flawed because of the author being well-known for “sparse” language. I think that it is interesting nonetheless. I think that the Lexile score is accurate.

Dakia, written in French, is stated to be for middle schoolers but ends up on the far end of 8th grade and low end of 9th grade on the Fry scale. Not having a Lexile score is not necessarily problematic but I think that the differences between syllable count in English and in French make the Fry measurement less useful for textual analysis.

Conclusion:

I liked conducting this analysis and I generally trust the Lexile levels (also AR levels that I have used with my own kids (see: arbookfind.com) and even find the Fry levels useful. However, I intend to choose the texts that I use for my students by reading them and choosing the best authentic texts for the individual learner. Teaching a second-language teacher training promotes the idea that the teacher should change the task not the text for second-language learners.

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I teach fifth grade. At the end of the year in the spring we read the novel, A Long Walk to Water by Linda Sue Park. This novel is based on a true story and is a narrative that follows two threads, one character's story takes place in 1985 and the other character's story takes place in 2008.  This novel aligns with the World Water Crisis and the Lost Boys of Sudan. It has themes of courage, determination, discrimination, and hardship. I chose to do a text readability assessment on this text because I knew it was a higher reading level but did not exactly know what approximate grade level text it was. This is my second year of reading this novel with my students. With the novels challenging topics, I typically read this novel aloud with my students as it is typically more challenging for them, content wise. I conducted the Fry readability assessment and used the graph from figure 4.8 in our textbook to help me find the text's approximate grade level. After reading three different 100 word sections of the novel and counting the sentences and syllables and taking the average, the text landed at a sixth grade going on seventh grade readability level. I was not surprised to see that it landed in the sixth grade reading range, but I was shocked to see how it was on the higher end of the sixth grade reading level. I think it is challenging for students, but with my support with vocabulary, context and scaffolding it is a doable text and a good challenge for my students to prep them for middle school. I absolutely love reading this text with the students and they always fall in love with the novel!

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The book I chose to assess is called The Girl With 500 Middle Names by Margaret Peterson Haddix. This is a book my school chose as part of their 3rd grade curriculum. The book is read around the middle of the year and is a chapter book with 81 pages. I chose to assess this book because when I read it with my students it felt a little easy for them so I was curious if it was at their appropriate reading level. I used the Fry graph as a way to assess my text since I didn't have students in the classroom with me at the time of this class. I used three 100 word samples in the book to get my data. I chose a sample from the beginning, middle and end of the book. The average sentence length (amount of sentences in a sample passage) was 8.67 and the average word length (total number of syllables in a sample passage) was 122.67. I then took those two points and plotted them on the graph. Based on the Fry Graph, the grade level this book should be read at is third grade. I wanted to compare it with the Lexile level to see if the results matched up and the Lexile range for this book is 500-599 which is at the third grade level as well. In doing a little more research on the book it is also recommended for second graders as well and falls in that Lexile band based on the Lexile chart in the Vacca, Vacca & Mraz textbook. All of this information tells me that this book is appropriate for 3rd graders and should probably be read towards the beginning of the year since it is a book that is on the easier side and is appropriate for second and third graders. My students did really enjoy reading to book this year so I am glad to know it is academically appropriate for them!

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1) REVIEW the Assessing Text Complexity strategies from VACCA VACCA & MRAZ.  If currently in the classroom it would be ideal if you conduct these assessments with your students. You can still complete this assignment if you are not in the classroom.

2) SELECT a text that are currently using or will be in a future lesson (this can be ANY book, informational text, poem, play, short story, etc.).

3) CONDUCT one of the readability assessments on your selected text.

4) POST your results in the column to the RIGHT with your NAME on it.

Discuss your rationale for choosing this text/selection, (i.e. is it particularly challenging for a

portion of your students?

What assessment did you conduct? What were the results of your text difficulty analysis?

Please complete by Sunday.

Activities Rubric

Yes | No | Does your “activity” work meet the following criteria?

Post COMPLETE answers to questions in #4 above on class Padlet.

Completed all work in satisfactory (or greater) quality and by Friday of each week.