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Toys Come Home: Being the Early Experiences of an Intelligent Stingray, a Brave Buffalo, and…

Toys Come Home: Being the Early Experiences of an Intelligent Stingray, a Brave Buffalo, and…

A prequel to Toys Go Out (Schwartz & Wade, 2006) and Toy Dance Party... Read more

Book Resources

Author Resources

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TeachingBooks.net Original Content(4)

About the Authors(6)

Emily Jenkins
Emily
Jenkins
Paul O. Zelinsky
Paul
O.
Zelinsky

Book Readings(1)

Book Guides & Lesson Plans(2)

Author Interviews(4)

Text Complexity

View Text Complexity Results

About the Book

  • Year Published: 2011
  • Word Count: 15,437

    Grade Level:

  • 1-5

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Literary Text Complexity Measures


Toys Come Home: Being the Early Experiences of an Intelligent Stingray, a Brave Buffalo, and…

Toys Come Home: Being the Early Experiences of an Intelligent Stingray, a Brave Buffalo, and…

by Emily Jenkins and Paul O. Zelinsky

To help put the right book in each reader's hands, consider the following comprehensive text complexity analyses within your instructional plans.

Standards Model
of Text Complexity

Text Complexity Toolkit

Quantitative Measures

Lexile Level: 680L   |    ATOS® Reading Level: 3.7   |    Word Count: 15,437

Grade Band Lexile® ATOS® Degrees of Reading Power® Flesch-Kincaid Fountas & Pinnell Reading Maturity SourceRater
2-3 420L-820L 2.75-5.14 42-54 1.98-5.34 I-P 3.53-613 0.05-2.48
4-5 740L-1010L 4.97-7.03 52-60 4.51-7.72 O-V 5.42-7.92 0.84-5.75
6-8 925L-1185L 7.00-9.98 57-67 6.51-10.34 U-Z 7.04-9.57 4.11-10.66
9-10 1050L-1335L 9.67-12.01 62-72 8.32-12.12 Z+ 8.41-10.81 9.02-13.93
11-12 1185L-1385L 11.20-14.10 67-74 10.34-14.20 Z+ 9.57-12.00 12.30-14.50
View all grade bands

Source: National Governors Association for Best Practices and Council of Chief State School Officers.[1]


Qualitative Measures


The text Toys Come Home: Being the Early Experiences of an Intelligent Stingray, a Brave Buffalo, and… does not yet have any Literary Text Complexity Qualitative Measures Rubrics filled out. Perhaps you can help.

Add your own assessment to this crowdsourced measurement.

Reader and Task Considerations

  • What do you want your students to accomplish with the text, and how will you implement this in your lesson?
  • How will you guide your students to construct meaning and grow as readers, based on the theme and content of this particular text?
  • Which readers will deeply connect with this text, and where does that fit into the instructional plan? Consider each specific reader's motivation, knowledge, and experiences, along with their age, learning needs, language, and reading skills.

Grades in which Toys Come Home: Being the Early Experiences of an Intelligent Stingray, a Brave Buffalo, and… is Assigned


No educators have yet completed this "grades used" section of the Literary Text Complexity Qualitative Measures Rubric for Toys Come Home: Being the Early Experiences of an Intelligent Stingray, a Brave Buffalo, and…, where they share what grades this text is assigned. Perhaps you can help.

1. National Governors Association for Best Practices and Council of Chief State School Officers. "Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity," Common Core State Standards Initiative (2014): 4. Accessed August 8, 2014, http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf.

2. Adapted from the CCSSO's ELA State Collaborative on Assessment and Student Standards, and the text complexity rubrics used by the Wisconsin Department of Public Instruction ELA Team.

3. Lexile® is a trademark of MetaMetrics. Used under license.

4. ATOS® is a trademark of Renaissance Learning, Inc. Used under license.