1. No category

How to Bartle Puzballs
There are tork gooboos of puzballs, including laplies, mushos, and
fushos.
Even if you bartle the puzballs that tovo
pern, they do not grunto any lipples.
gruntos
inny and onny of the
In order to geemee a puzball that
lipples, you should bartle the fusho who has rackled the
parshtootoos
after her humply
fluflu.
1. How many gooboos of puzballs are there?
2. What are laplies, mushos, and fushos?
3. Even if you bartle the puzballs that tovo inny and onny of the
pern, they will not what?
4. How can you geemee a puzball that gruntos lipples?
Conversation Piece
"No!"
"How long?"
"Yes."
"Long enough."
"You didn't!"
"What now?"
"I did."
"Guess."
"When?"
"Police?"
"Just now."
"Later."
"Where?"
"Why later?"
"Bedroom."
"Guess again."
"Dead?"
'Tell me!"
"Yes."
"Look."
"Why?"
Oh, no!"
"You Know."
"Oh, yes."
"I don't!"
"You can't!"
"You do."
"I can."
"Unfaithful?"
"Please!"
"Yes."
"Don't beg."
"With whom?"
"Forgive me!"
"With you."
"Too late."
"No!"
"Good God!"
"Yes."
"Good bye."
"She didn't. .. "
"Operator?"
"She did."
"Yes, Sir?"
"We didn't" ...
'The Police."
"You did."
"You knew?"
"I knew."
Question: What happened in this story?
In general, the cost or other basis is the cost of the
property plus purchase commissions and improvements,
minus depreciation, amortization, and depletion. If you
inherited the property, got it as a gift, or received it in a
tax-free exchange or involuntary conversion or in
connection with a "wash sale," you may not be able to
use the actual cost as the basis. If you do not use the
actual cost, attach an explanation of your basis.
You can use the average basis method to determine the
basis of shares of stock if the shares are identical to each
other, you acquired them at different prices and left
them in an account with a custodian or agent.
Lexile
•
clysis of Occupa tone Reading
crericls
Career Cluster I
Agriculture &
Natural
Resources
Architecture &
Occupation
(Entry Level)
Ag Business
Assistant
I
Lexile
Measul'(l
Best Management
I
Practices - Livestock &
Poultry Operations
Carpenter
Personal Protective
Equipment Manual
Printing/Graphics
Technologist
Publishing wnh
PhotoShop
Construction
Arts,
Audiovisual
Technology &
Communicatiou
Reading Material
1510
1060
I
1430
Career Cluster
Lexlle
Mpasnre
Occupation
(Entry Level)
Rt'ading Material
New hotel
employee
Hilton Hotels - New
Entployee Packet
I
1330
Law & Public
Safety
Police Officer
Emergency Response
to Terrorism
I
1260
RetailfWholesale
Sales & Service
Sales Associate
Dress Barn - Associate
Handbook
I
1270
Scientific
Research!
Engineering
Structural
Engineering
T echnician
Penn. Code training
consortium
Hospitality
Tourism
&
I
Wind in the Willows-Form
A
The Mole had been working very hard all the morning, spring cleaning his
little home. First with brooms, then with dusters; then on ladders and steps
and chairs, with a brush and a pail of whitewash; till he had dust in his throat
and eyes, and splashes of whitewash all over his black fur, and an aching back
and weary arms.
Wind in the Willows-Form
B
The Mole had been working very hard all the morning, A·He was spring
cleaning his little home. First xhe used with-brooms,
then with xand dusters,
A.Tthen xhe goton ladders and steps and chairs, with a brush and a pail of
whitewash-till A.Soon he had dust in his throat and eyes-and A.Hehad
splashes of whitewash
and weary arms.
all over his black fur-and
1\.
He had an aching back
FormA
Form B
Sentence length
22.5
7.13
Word Frequency
3.71
3.70
Lexile
1200
360
Text complexity
End of grade 10
Beginning grade 1
Lexile
ATOS Book Level (Accelerated Reader)
Find a Book
www.lexile.com/findabook/
5
to...
AR BookFinder
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www.arbookfind.com
' •••"'*4,•••••••• ·•••
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Allows user to search for published
books in the database by title,
author, keywords, or ISBN to find a
Lexile measure.
Lexile Analyzer
~'":JI
Allows user to search for published
books in the database by author, title,
or topic to find a ATOS Book Level.
~II
M
III
5..-" -
www.lexile.com/analyzer/
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Allows user to receive an "estimated"
Lexile measure for text not in the Find a
• eft
Book database by copying and pasting
text into the analyzer. Free registration is required. Accommodates
texts up to 1000 words in length. Longer texts can be analyzed by
upgrading to the Professional Lexile Analyzer-educators
can
upgrade to this tool for free by requesting access at the following
URL: ~w'{\'-,-Le_xi
Ie..;
com/ C!ccou.0.!LI2rofi
le/ac_ces~l
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•• .,;J •. ~ ••••
The AT08 Analyzer
www.renlearn.com/ar/overview/atos/
Allows user to receive an ATOS Book
Level for text not in the AR
BookFinder database by uploading
an electronic file or copying and
pasting text directly. No registration is
required. User can submit full-text or
three 150-word samples and an
estimated full-text word count.
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Coh-Metrix Easability Tool. University of Memphis
Beta site available at:
http://141.225.42.101/cohmetrixgates/Home.aspx?Login=1
Degrees of Reading Power: DRP AnalyzerQuestar Assessment, Inc.
www.questarai.com (Contact [email protected]
with requests for DRP Text Analysis Services).
or 1-845-277-1600
Readability Formulas
The Flesch Reading Ease Readability Formula
Readability Ease = 206.835 - (1.015 x average sentence length) (84.6 x average syllable per word).
The higher the number, the easier the passage: 90-100, very easy
and 0-29, very confusing.
The Flesch-Kincaid Grade Level Readability Formula
Flesch-Kincaid Reading Age = (0.39 x average sentence length) +
(11.8 x average syllable per word) - 15.59
The score is given as a grade level equivalent - a score of 9.4 would
be 9th grade. Flesch-Kincaid Grade Level Readability Formula is built
into the MS-Word application.
Pearson Reading Maturity-Pearson
Technologies
Knowledge
Beta site available at: www.readingmaturity.com
Gunning's Fog Index (or FOG) Readability Formula
The FOG formula takes into consideration (1) the total number of
words, (2) the number of words of three or more syllables, and (3) the
total number of sentences.
Grade Level = 0.4 (Average Sentence Length + Percentage of Hard
Words).
REAP-Carnegie
Mellon University
www.reap.cs.cmu.edu/
SourceRater Educators Testing Service
Beta site available at: http://naeptba.ets.org/SourceRater3/
Hard words are defined as words with three or more syllables.
The Oale-Chall Readability Formula
Raw Score = 0.1579 Percentage of Difficult Words + 0.0496 Average
Sentence Length in words + 3.6365
Raw scores convert to grade levels with scores 5.0 to 5.9 = Grades 5
- 6 and 8.0 to 8.9 = Grades 11 - 12
Difficult words are words that do not appear on the Chall word list of
over 3000 familiar words.
-t
Reader-Task Considerations
This is perhaps the most important element in judging the complexity of the text, and the most subtle.
At issue is the suitability of a particular text for a particular reader. What follows are some questions to
consider in making such a judgment. As you think about these questions with students in mind, make
comments in the space provided.
Interest
• Is the student/class likely to be interested in the character, theme, topic, issue, subject matter,
or genre?
Background and Ability
• Does the studenUclass have background knowledge or experience necessary to deal with the
text and the task?
• Is the student/class intellectually capable of dealing with the issues presented in the text and
the task?
• Does the student/class have vocabulary and inferential skills necessary for this text and the task?
Attitudes and Maturity
• Is the student/class sufficiently mature and sophisticated to deal with the subject
matter?
• Does the book raise issues that might embarrass readers or be in some other way
problematic?
Potential for Stimulating Thought, Discussion, and Further Reading
• Is there potential in the reading of this text for good conversation among readers?
• Does this text raise issues or questions likely to inspire the student/class to further
reading, research, and writing?
Comments Summarizing the Assessments on the Three Dimensions
• How much support will be needed with this text at grade
?
• Final recommendation for use and placement of text:
_
Grade level? Early or late in the year? For independent reading, guided group instruction, full class?
205
4
Text
Complexity
Worksheet
Worksheet for Analysis of Text Complexity of a Literary Text
TItle of the Text:
Quantitative Measures:
_
Lexile (Other) Score
Grade level suggested by quantitative measures:
_
Qualitative Dimensions:
Simple, single meaning.
Literal, explicit, and
Much is explicit
but moves to some
implied meaning.
direct. Purpose or
stance clear.
Requires some
inferential reasoning.
Multiple levels, use of
symbolism, irony, satire.
Some ambiguity.
Multiple levels, subtle,
implied meanings and
purpose. Abstract,
Greater demand
for inference.
difficult ideas. Use of
symbolism, irony, satire.
EVIDENCE:
Clear, chronological,
conventional.
Primarily explicit.
May support through
points of view.
May vary from simple
More complex.
Narrow or perhaps
Perhaps several
subheads, definitions,
glossary.
chronological order.
Largely conventional.
Complex, perhaps
multiple perspectives.
parallel, plot lines.
Deviates from
More deviation from
chronological or
chronological or
sequential. Narrator
sequential order.
may be unreliable.
EVIDENCE:
I
.
Explicit, literal,
contemporary,
Mostly explicit,
some figurative or
Meanings are implied
but support is offered.
Implied meanings.
Allusive, figurative,
familiar language.
Vocabulary simple.
Mostly TIer One words.
allusive languge.
Perhaps some dialect or
More figurative or
or ironic language,
perhaps archaic or
~
other unconventional
language.
ironic language.
More inference is
formal. Complex
demanded.
sentence structures.
EVIDENCE:
Requires no
special knowledge.
Situations and
Some references to
events or other texts.
More complexity in
theme. Experiences may
Explores complex ideas.
Begins to rely more on
subjects familiar
outside knowledge.
be less familiar to many.
Cultural or historical
that may be beyond
students' experiences.
references may make
May require
specialized knowledge.
or easily envisioned.
heavier demands.
Refers to texts or ideas
EVIDENCE:
Qualitative dimensions indicate text makes demands that are: Mostly easier
Grade level suggested by qualitative assessment
204
_
_
Mostly more demanding
_
.~«I
~
~~
cf
Text Complexity: Qualitative
....
Measures Rubric
LITERARY TEXT
Text Tjtle
_
Very Complex
QUALITATIVE
MEANING
Text Author
_
•••-------------------------------
Slightly Complex
o Meaning:
o Meaning:
o
o Narration:
o Narration:
o Narration:
o
o Order of Events: Not in chronological
o Order of Events: Several major shifts in
o Order of
o Order
o Use of Graphics:
o Use of Graphics:
If used, a range of
illustrations that suppart selected parts of
the text
o
Use of Graphics: If used, extensive
illustrations that directly support and assist
in interpreting the written text
Conventionality: Dense and complex;
contains abstract, ironic, and/or
figurative language
o
Conventionality: Complex; contains
some abstract, ironic, and/or figurative
language
o
Conventionality: Largely explicit and
easy to understand with some occasions
for more complex meaning
o
Conventionality: Explicit, literal,
straightforward, easy to understand
Vocabulary: Generally unfamiliar,
archaic, subject-specific, or overly
academic language; may be ambiguous
or purposefully misleading
o
Vocabulary: Some use of unfamiliar,
archaic, subject-specific, or overly
academic language
Vocabulary: Mostly contemporary,
familiar, conversational language; rarely
unfamiliar or overly academic language
o
Vocabulary: Contemporary, familiar,
conversational language
o
Sentence Structure: Mainly complex
sentences often containing multiple
concepts
o
Sentence Structure: Many complex
sentences with several subordinate
phrases or clauses and transition words
o
Sentence Structure: Simple and
compound sentences, with some more
complex constructions
o
Sentence Structure: Mainly simple
sentences
o
Life Experiences: Explores many complex
and sophisticated themes; experiences
are distinctly different from the comman
reader
o
Life Experiences: Explores many themes
of varying layers of complexity;
experiences portrayed are uncommonto
most readers
o
Life Experiences: Explores few themes;
experiences portrayed are common to
many readers
o
Life Experiences: Explores a single theme;
experiences portrayed are everyday and
common to most readers
o
Intertextuality and Cultural Knowledge:
Many references or allusions to other texts
or cultural elements
o
Intertextuality and Cultural Knowledge:
Some references or allusions to other texts
or cultural elements
o
Intertextuality and Cultural Knowledge:
Few references or allusions to other texts
cultural elements
o
Intertextuality and Cultural Knowledge:
No references or allusionsto other texts or
cultural elements
Subject MaHer Knowledge: requires
extensive, perhaps specialized prior
content knowledge
0 Subject MaHer Knowledge: requires
moderate amount of prior content
knowledge
Several level/layers and
competing elementsof meaning that are
difficult to identify, separate, and
interpret; theme is implicit or subtle, often
ambiguous and revealed over the
entirety of the text
Complex and/or
unconventional; many shifts in point of view
and/or perspective
Several levels/layers of
meaning that may be difficult to identify
or separate; theme is implicit or subtle
and may be revealed over the entirety
of the text
Some complexities and/or
unconventionalityi occasional shifts in point
of view and/or perspective
o Meaning:
Meaning: More than one level/layer of
meaning with levels clearly distinguished
from each other; theme is clear but may
be conveyed with some subtlety
One level/layer of meaning;
theme is obvious and revealed early in the
text.
Largely simple and/or
conventional; few, if any, shifts in point of
view and/or perspective
Narration: Simple and conventional; no
shifts in point of view or perspective
TEXT STRUCTURE
order; heavy use of flashback
o Use of Graphics: If used, minimal
If used, a few
illustrations that support the text
illustrations that support the text
o
LANGUAGE
FEATURES
o
KNOWLEDGE
DEMANDS
o
Events: Occasional use of
flashback, no major shifts in time
time, use of flashback
o
o
01
of Events: Strictly chronological
Subject MaHer Knowledge: requires some 0 Subject MaHer Knowledge: requires only
prior content knowledge
everyday content knowledge
§'
~'"
§
Text Complexity: Qualitative
0'
Measures Rubric
INFORMATIONAL
Text Title
I
QUALITATIVE
PURPOSE
_
I
Very Complex
Subtle, implied, difficult to
determine; intricate, theoretical elements
_
Slightly Complex
o Purpose:
Implied, but fairly easy to
infer; more theoretical than concrete
o Organization
o Organization
o Text
o Text Features: If used, greatly
af Main Ideas: Connections
between an extensive range of ideas or
events are deep, intricate and often
implicit or subtle; organization of the text
is intricate or specialized for a particular
discipline
Features: If used, are essential in
understanding content
LANGUAGE
FEATURES
Text Author
••
o Purpose:
TEXT STRUCTURE
TEXT
of Main Ideas: Connections
between an expanded range ideas,
processes or events are deeper and often
implicit or subtle; organization may contain
multiple pathways and may exhibit traits
common to a specific discipline
o
Purpose: Implied, but easy to identify
based
upon context
o Purpose:
Explicitly stated; clear, concrete
with a narrow focus
or source
o Organization
of Main Ideas: Connections
between some ideas or events are implicit
or subtle; organization is evident and
generally sequential
enhance the 0 Text Features: If used, enhance the
reader's understanding of content
reader's understanding of content
o Organization
of Main Ideas: Connections
between ideas, processes or events are
explicit and clear; organization of text is
clear or chronological or easy to predict
o Text Features: If used, help the reader
navigate and understand content but are
not essential
o Use of Graphics:
If used, extensive,
intricate, essential integrated graphics,
tables, charts, etc., necessary to make
meaning of text; also may provide
information not otherwise conveyed in
the text
o Use of Graphics:
o Use of Graphics:
If used, graphics mostly
supplementary to understanding of the
text, such as indexes, glossaries; graphs,
pictures, tables, and charts directly
support the text
o Use of Graphics:
o
Conventionality: Dense and complex;
contains abstract, ironic, and/or
figurative language
o
Conventionality: Complex; contains
some abstract, ironic, and/or figurative
language
o
Conventionality: Largely explicit and
easy to understand with some occasions
for more complex meaning
o
Conventionality: Explicit, literal,
straightforward, easy to understand
o
Vocabulary: Generally unfamiliar,
archaic, subject-specific, or overly
academic language; may be ambiguous
or purposefully misleading
o
Vocabulary: Somewhat complex
language that is sometimes unfamiliar,
archaic, subject-speclfic, or overly
academic
o
Vocabulary: Mostly contemporary,
familiar, conversational; rarely
unfamiliar or overly academic
o
Vocabulary: Contemporary, familiar,
conversational language
o
Sentence Structure: Mainly complex
sentencesoften containing multiple
concepts
o
Sentence Structure: Many complex
sentences with several subordinate
phrases or clauses and transition words
o
Sentence Structure: Simple and
compound sentences, with some more
complex constructions
o
Sentence Structure: Mainly simple
sentences
o
Subject Matter Knowledge: Extensive,
perhaps specialized or even theoretical
discipline-specific content knowledge;
range of challenging abstract and
theoretical concepts
o Subject Matter
Knowledge: Moderate
levels of discipline-specific content
knowledge; some theoretical knowledge
may enhance understanding; range of
recognizable ideas and challenging
abstract concepts
o
Subject Matter Knowledge: Everyday
practical knowledge and some disciplinespecific content knowledge; both simple
and more complicated, abstract ideas
o
Intertextuality: Many references or
allusions to other texts or outside ideas,
theories, etc.
o
Intertextuality: Some references or
allusionsto other texts or outside ideas,
theories, etc.
o
Intertextuality: A few references or
allusions to other texts or outside ideas,
theories, etc.
KNOWLEDGE
DEMANDS
If used, essential
integrated graphics, tables, charts, etc.;
may occasionally be essential to
understanding the text
If used, simple graphics,
unnecessary to understanding the text but
directly support and assist in interpreting
the written text
o Subject Matter
Knowledge: Everyday,
practical knowledge; simple, concrete
ideas
o
Intertextuality: No references or allusions
to other texts, or outside ideas, theories,
etc.
Text Complexity Analysis of
_____
(title)
by
~uMo~
Recommended Complexity Band:
~fl!OOfj
"\!~
(Briefly explain the levels of meaning (Literary Text) or purpose
Meaning/Purpose:
Complexity
Band Level (provide range):
(Informational text.)
Lexile or Other Quantitative
Text Structure:
Measure
of the Text:
(Briefly describe the structure, organization, and other features of
the text.)
Below are factors to consider with respect to the reader and task (See attached
guiding questions to assist each teacher in filling out this section for his or her own
class):
Language Features: (Briefly describe the conventions and clarity of the language
used in the text, including the complexity of the vocobulary and sentence
structures.)
Potential
Major
Knowledge
Demands:
Challenges this Text Poses:
Instructional
Areas of Focus (3-4 CCS Standards)
(Briefly describe the knowledge demands the text requires
of students.)
Differentiation/Supports
a_
H:lI.:..t:· ....
·
•. TJaI•
Briefly explain the recommended
Optional:
for Students:
Created
by
placement
of the text in a particular
(name, state,
e-rnail, date)
grade band.
Reviewed
by
(name, state,
e-rnail, date)
for this Text: