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March Book One

March Book One

Book 1 of the March Trilogy

As he gets ready to join the distinguished guests at the January, 2009, inauguration... Read more

Book Resources

Author Resources

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TeachingBooks.net Original Content(6)

About the Authors(8)

John Lewis
John
Lewis
Andrew Aydin
Andrew
Aydin
Nate Powell
Nate
Powell

Book Readings(2)

Book Guides & Lesson Plans(8)

Vocabulary Lists(1)

Author Interviews(20)

National Awards (2)

Resources about March Trilogy (3)

Text Complexity

View Text Complexity Results

About the Book

  • Year Published: 2013
  • Word Count: 7,966

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Informational Text Complexity Measures


March Book One

March Book One

by John Lewis, Andrew Aydin, and Nate Powell

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: 760L   |    ATOS® Reading Level: 4.6   |    Word Count: 7,966

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 (BETA)

Qualitative Text Complexity Ranges

 
  • Slightly
  • Moderately
  • Very
  • Exceedingly
Purpose
Text Organization
Use of Visual Features
Conventionality
Vocabulary
Sentence Structure
Subject Matter Knowledge
Cultural Knowledge

Crowdsourced from 3 educators who filled out the Informational Text Complexity Qualitative Measures Rubric .[2]

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 March Book One is Assigned


PreK   K   1   2   3   4   5   6   7   8   9   10   11   12

Crowdsourced from 3 educators who filled out the Informational Text Complexity Qualitative Measures Rubric .[2]

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.