Text Complexity Analysis of Paul Reveres Ride by Henry Wadsworth Longfellow illustrated by Ted Rand

Text Type: Poetry

Text Description Recommended Complexity Band Level

The famous poem written about Paul Reveres ride beautifully illustrated
5-8 in this picture book.

Quantitative Measure
Quantitative Measure of the Text: Range: Associated Band Level:
NP 5-8 AR Reading Level: 5.6

Qualitative Measures
Text Structure:
Organization S.C. connections are clear an in chronological order
Text Features N/A
Use of Graphics S.C. the illustrations are there to pair with the text, but the illustrations are not necessary to the text.

Language Features:
Conventionality V.C. The poem format make the conventionality more complex.
Vocabulary E.C. The poem uses archaic and subject specific language and the form for writing can be difficult
Sentence Structure V.C. The poem format makes for more complex sentences.

Meaning/Purpose:
Purpose S.C. easy to understand that the book is about Paul Reveres part of the American Revolution.

Knowledge Demands:
Subject Matter Knowledge V.C. though some knowledge is simple, there are many necessary locations, names, ect. Knowledge needed to read this book.
Intertextuality M.C. few references to other texts
 Text Complexity Analysis of Paul Reveres Ride by Henry Wadsworth Longfellow illustrated by Ted Rand
Text Type: Poetry

Considerations for Reader and Task

Possible Major Instructional Areas of Focus (include 3-4 Below are factors to consider with respect to the reader and task:
CCS Standards) for this Text:
Potential Challenges this Text Poses:
R3: Analyze how and why individuals, events and ideas develop
and interact over the course of the text Content-Specific Vocabulary Words
Explain the relationship or interactions between two or more individuals,
The Structure being a poem
events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text. Understanding the archaic language

R4: Interpret words and phrases as they are used in text, Differentiation/Supports for Students:
including determining technical, connotative and figurative
meanings; and analyze how specific word choices shape meaning Explicit instruction of Vocabulary words highlighted,
and tone
defined, discussed in class.
Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area. Explicit teaching of poetry structures
Reading an example of other poems with familiar ideas to
R6: Assess how point of view or purpose shapes the content and talk about comparisons and language used.
style of a text Relate the illustrations to the text that is on the page
Analyze multiple accounts of the same event or topic, noting important
Break down understanding of the text that is on each page
similarities and differences in the point of view they represent.
after reading the story as a whole.
W1: Write arguments to support claims in an analysis of Archaic words decoded for the students.
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. (see items a-d for specific sub-
standard expectations)

W3: Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-
structured event sequences
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. (see
items a-d for specific sub-standard expectations)

Maryland State Social Studies Standard:

Standard 5.0 History
Topic C. Conflict between Ideas and Institutions
Indicator 1. Analyze the causes of the American Revolution
Objective a. Identify and sequence key events between the
French and Indian War and the American Revolution

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