Standards Model
of Text Complexity

Text Complexity Toolkit

Quantitative Measures

Lexile Level: 690L   |    ATOS^® Reading Level: 5   |    Word Count: 91,175

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

Qualitative Measures (BETA)

The text Nearly Gone does not yet have any Literary Text Complexity Qualitative Measures Rubrics filled out. Perhaps you can help.

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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 Nearly Gone is Assigned

No educators have yet completed this "grades used" section of the Literary Text Complexity Qualitative Measures Rubric for Nearly Gone, 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.