The quantitative features of Work in Colonial America place it at the end of grade 1.  It is highly appropriate for use as a read aloud in the K-1 grade range, and may also be appropriate for independent reading by some students in this same span.   

Recommended Complexity Band Level

This simple informational text (part of a series on Colonial America) explains the kind of jobs required during Colonial times. Photographs and simple sentences present information about the work performed by American Colonists.  

Text Description

Quantitative Measure

Quantitative Measure of the Text:
260L

Range:
10-420L

Associated Band Level:
Grade K-1 Band

Meaning/Purpose:  Slightly Complex. The purpose of the text is explicitly conveyed with a narrow focus on specific types of workers in Colonial America.    

Text Structure:  Moderately Complex.  A variety of text features are used (e.g. table of contents, glossary) and the photographs that accompany the text are essential to understanding what the text is describing.  

Language Features:  Slightly Complex.  The text is explicit and easy to understand using generally familiar vocabulary.   A few domain specific words related may require explanation (e.g., cobbler, Colonial, cooper).  The text uses explicit conventions and the sentences are mostly simple constructions.  

Knowledge Demands:  Moderately Complex.  The text presents every day,practical information coupled with discipline specific knowledge about Colonial America.  

Qualitative Measures

Created by:  ELA SCASS, 2012 			Reviewed by ELA SCASS, 2012

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:  Despite the simplicity of the text, much of the information is reliant on the photographs to convey meaning.  Additionally, there are a considerable number of domain specific words that may require additional explanation or assistance in understanding how the photograph explains what is written in the text.  Finally, the text uses some features (table of contents, glossary, bolding words) that may require teaching if students have not previously had experiences with them.

Differentiation/Supports for Students:  Depending upon students’ decoding abilities, teachers may want to read this text aloud or with student initially so students can focus on its meaning.  Some of the domain specific vocabulary may require explanation and/or elaboration.  

Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:

•	Reading Informational Standards 1, 2, 6, and 7 at the grade K-1 span
•	Listening and Speaking Standards 2 and 4 at the grade K-1 span
•	Language Standard 4 and 5 at grade K-1 span
•	Writing Standards 2, 7, and 8  at grade K-1 span

Considerations for Reader and Task