Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Qualitative Measures
Quantitative Measures
(Include complexity band levels provided at www.lexile.com and other measures)
Levels of Meaning (Explain the levels of meaning or purpose):
This is a complex novel that encompasses the themes of traditions, war
and loyalty, love, and inter-cultural tensions. The relationship between the
two main characters unfolds in the midst of Japanese internment after
the attack on Pearl Harbor and also 40 years later, when Henry revisits
the promises and sacrifices that he made as a much younger man.
Text Structure (Structure, organization and other features):
This novel is written from the perspectives of two characters in two time
periods -- 1942 and 1986 -- Henry, a Chinese-American man, and Keiko
Okabe, a Japanese American woman. The narrative moves back and forth
in time and perspective to weave the narrative.
Language Conventionality and Clarity (including vocabulary complexity and
sentence structures):
The vocabulary used includes terminology related to warfare and wartime, as well as Japanese and Chinese terms and concepts. These terms
are explained within the text, but readers will need to integrate these new
words into their understanding to grasp the text. Sentences are not
particularly long. There are occasions of racial epithets of the time period.
Knowledge Demands (What does the text require of students?):
Readers need to have some appreciation for or understanding of the
impacts of World War 2 on Asian-Americans. The novel develops this
understanding to include the complexities of relationships across the
cultural divides of Japanese-Americans and Chinese-Americans. Readers
are also expected to appreciate an older person recalling a younger self.
Approved by the Board of Trustees: September, 2015
Recommended for:
Grade 12
The Lexile placement for this book is at 850, which places it in the text
complexity grade band of 4th-5th grade.
Reader-Task Considerations
(Consider potential challenges, major areas of instructional focus and
differentiation/supports needed)
Because the narrator is a more mature self-looking back on a younger
self, readers need to be able to imagine the changes that occur in our
understandings of the world and ourselves over time. There is also the
subtlety involved in grasping tensions and differences between JapaneseAmericans and Chinese-Americans as well as being able to relate to the
Asian-American experience during World War 2 and afterwards as well.
Instructors will want to consider historical preparation and student
maturity in preparation for teaching this novel.
Rationale for Placement
(Explain the recommended placement of the text in a particular grade level or grade band)
While the objective measures place this novel at a readability level of 4th5th grade, it is recommended that this text be taught at the highest grade
levels. It is ideal to teach this novel after students have had a full year of
American History so they have context for the novel, which would be 12th
grade in this district. Because of the narrative and thematic complexity of
this novel, it is also most ideal to teach this novel in 12th grade.
Adapted in part from www.engageny.com
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Recommended for:
Grade 12
Text Complexity Analysis Worksheet Guidance Document
Purpose
This document serves as a tool to assist teachers in recommending texts that are supportive of established learning objectives for lessons and community expectations in the Coeur
d’Alene School District consistent with Board policy. These materials shall be selected to support and enrich the curriculum, taking into consideration the varied instructional
needs, abilities, interests and maturity levels of the students served. The process of text analysis and Board recommendation is meant to be collaborative, where groups of teachers
work together rather than in isolation. It is expected that all texts used for whole group/small group instruction meet
Three Part Model of Text Complexity
The Common Core Standards introduce a three-part model for measuring text complexity. Teachers need to use their professional judgment as they draw on information from all
three sources when determining the complexity of text.
1. Quantitative measures – readability such as: word difficulty, sentence length and syntax, and text cohesion (grammatical links with a text or sentence) best measured by
computer software.
2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Optional tools to help qualify text complexity and appropriateness are included.
3. Reader and Task considerations professional judgment based on:
●
The teacher’s knowledge of students as readers
●
The teacher’s understanding of text complexity
●
The teacher’s ability to use instructional supports/scaffolds For example, a close read, a graphic organizer, multiple opportunities to read and discuss
●
The teacher’s consideration of matching the text to the task the students are expected to complete, a
teacher may ask, “Does this text lend itself to the expected task?” For example, purpose for reading: to gain knowledge, skim for information, identify text structure,
compare and contrast across texts
Balancing the supports and the challenges
The more complex the text recommended, the more support students will need. Students should be introduced to increasingly complex texts through their schooling. This is done
through a gradual release of responsibility where complex texts are introduced in a supportive context that facilitates higher levels of independence.
Directions
1. Determine the Quantitative measure of the selected text, noting that a book/text may fit into a few different grade bands.
2. Carefully compare the Qualitative criteria and descriptors on the Text Complexity Analysis Worksheet with selected text.
3. Place an X in the appropriate column for each criteria listed. Utilize the Notes column to support decisions.
4. After considering each of the criteria, notice where the majority of the X’s occurred. Determine if the text is Readily Accessible, Moderately Complex or Very Complex.
Approved by the Board of Trustees: September, 2015
Adapted in part from www.engageny.com
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Recommended for:
Grade 12
5. Apply Reader and Task considerations. Determine which grade band is most appropriate for the selected text when considering what students should be able to do.
6. With the understanding that text complexity is important and students should continually be exposed to increasingly complex text, determine which sections or passages may
be difficult for students. Consider the instructional supports or scaffolds that might be necessary for students when they are first exposed to complex texts.
Approved by the Board of Trustees: September, 2015
Adapted in part from www.engageny.com
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Approved by the Board of Trustees: September, 2015
Adapted in part from www.engageny.com
Recommended for:
Grade 12
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Approved by the Board of Trustees: September, 2015
Adapted in part from www.engageny.com
Recommended for:
Grade 12
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Recommended for:
Grade 12
OPTIONAL - INFORMATIONAL Text Complexity Analysis Worksheet for Instruction
Title:
Author:
Quantitative Measures and Grade Bands
Grade Band
2-3
4-5
6-8
9-10
11-12
ATOS
2.75-5.14
4.97-7.03
7.00-9.98
9.67-12.01
11.20-14.10
Degrees of
Reading Power
42-52
52-60
57-67
62-72
67-74
Flesch-Kincaid
1.98-5.34
4.51-7.73
6.61-10.43
8.32-12.12
10.34-14.2
Lexile
420-820
740-1010
925-1185
1050-1335
1185-1385
Reading Maturity
3.53-6.13
5.42-7.92
7.04-9.57
8.41-10.81
9.57-12.00
Source Rater
0.05-2.48
0.84-5.75
4.11-10.66
9.02-13.93
12.30-14.50
Text Description-
Quantitative Measure and Recommended Grade Band Placement
Qualitative Analysis
Criteria
Very Complex
Mar
k
Moderately Complex
(if
present)
Purpose
Text
Structure
The text contains multiple purposes,
and the primary purpose is subtle,
intricate and /or abstract.
Connections among an expanded range
of ideas, processes or events are often
Mar
k
Readily Accessible
(if
present)
The primary purpose of the text is not stated explicitly
but is easy to infer based upon the context or source;
the text may include multiple perspectives.
Connections between some ideas, processes, or events
are implicit or subtle; organization is generally evident
Approved by the Board of Trustees: September, 2015
Mar
k
Notes/Evidence
(if
present)
The primary purpose of the text is clear,
concrete, narrowly focused, and explicitly
stated; the text has a singular perspective.
Connections between ideas, processes, and
events are explicit and clear; organization is
Adapted in part from www.engageny.com
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
implicit, subtle or ambiguous;
and sequential; any text features help facilitate
organization exhibits some disciplinecomprehension of content.
specific traits; any text features are
essential to the comprehension of
content.
Language is generally complex, with
Language is often explicit and literal but includes
Language
abstract, ironic, and/or figurative
some academic, archaic, or other words with complex
Features
language, and archaic and academic
meaning; text uses some complex sentences with
vocabulary and domain-specific words
subordinate phrases or clauses.
that are not otherwise defined; text uses
many complex sentences with
subordinate phrases and clauses.
The subject matter of the text relies on
The subject matter of the text involves some
Knowledge
specialized, discipline-specific
discipline-specific knowledge; the text makes some
Demands
knowledge; the text makes many
references or allusions to other texts or outside ideas;
references or allusions to other texts or
the meaning of references or allusions may be partially
outside areas; allusion or references
explained in the context.
have no content and require inference.
Graphics are essential to understanding
Graphics are mainly supplementary to understanding
Use of
the text; they may clarify or expand
the text; they generally contain or reinforced
Graphics
information in the text and may require
information found in the text.
(Optional)
close reading and thoughtful analysis in
relation to the text.
Qualitative Complexity Level (Very Complex, Moderately Complex, Easily Accessible)
Recommended for:
Grade 12
chronological, sequential, or easy to predict
because it is linear; any text features help
readers navigate content but are not essential to
understanding content.
Language is explicit and literal, with mostly
contemporary and familiar vocabulary; text uses
mostly simple sentences.
The subject matter of the text relies on little or
no discipline-specific knowledge; if there are
any references or allusions, they are fully
explained in the text.
Graphics are simple and may be unnecessary to
understanding the text.
Reader and Task Considerations
Professional Judgment: 1. Knowledge of Students as Readers 2. Understanding Text Complexity 3. Ability to use a range of instructional
approaches/scaffolds 4. Does the text match the task?
Potential Challenges this text poses
Instructional Supports/Scaffolds
Text/Task Match
Approved by the Board of Trustees: September, 2015
Adapted in part from www.engageny.com
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Placement Recommendation –Grade Level Band and Complexity Level
Recommended for:
Grade 12
Briefly explain recommended placement
OPTIONAL - LITERARY Text Complexity Analysis Worksheet for Instruction
Title:
Author:
Quantitative Measures and Grade Bands
Grade Band
2-3
4-5
6-8
9-10
11-12
ATOS
2.75-5.14
4.97-7.03
7.00-9.98
9.67-12.01
11.20-14.10
Degrees of
Reading Power
42-52
52-60
57-67
62-72
67-74
Flesch-Kincaid
1.98-5.34
4.51-7.73
6.61-10.43
8.32-12.12
10.34-14.2
Lexile
420-820
740-1010
925-1185
1050-1335
1185-1385
Reading Maturity
3.53-6.13
5.42-7.92
7.04-9.57
8.41-10.81
9.57-12.00
Source Rater
0.05-2.48
0.84-5.75
4.11-10.66
9.02-13.93
12.30-14.50
Text Description-
Approved by the Board of Trustees: September, 2015
Adapted in part from www.engageny.com
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Recommended for:
Grade 12
Quantitative Measure and Recommended Grade Band Placement
Qualitative Analysis
Criteria
Very Complex
Mar
k
Moderately Complex
(if
present)
Mar
k
Mar
k
(if
present)
Multiple levels of meaning that may be
Multiple levels of meaning that are relatively easy to
difficult to identify, separate, and
identify; theme is clear but may be conveyed with some
interpret; theme is implicit, subtle, or
subtlety.
ambiguous and may be revealed over the
entirety of the text.
Prose or poetry includes more intricate
Prose includes two or more storylines or has a plot that is
Text
elements such as subplots, shifts in pointsomewhat difficult to predict (e.g.; in the case of a nonStructure
of- view, shifts in time, or non-standard
linear plot); poetry has some implicit or unpredictable
text structures.
structural elements.
Language is generally complex, with
Language is often explicit and literal but includes
Language
abstract, ironic, and/or figurative
academic, archaic, or other words with complex
Features
language, and regularly includes archaic,
meaning (e.g.; language); text uses a variety of sentence
unfamiliar, and academic words; text uses
structures.
a variety of sentence structures, including
complex sentences with subordinate
phrases and clauses.
The text explores complex, sophisticated,
The text explores several themes; text makes few
Knowledge
or abstract themes; text is dependent on
references or allusions to other texts or cultural elements;
Demands
allusions to other texts or cultural
the meaning of references or allusions may be partially
elements; allusions or references have no
explained in context.
context and require inference and
evaluation.
The visual presentation is essential for
The visual presentation is mainly supplemental to
Use of
gaining
understanding the text with which it is paired; it is fairly
Graphics
a deeper understanding of the text with
easy to understand but not entirely predictable.
(Optional)
which it is paired; it may provide
additional information not otherwise
conveyed in the text.
Qualitative Complexity Level (Very Complex, Moderately Complex, Easily Accessible)
Meaning
Approved by the Board of Trustees: September, 2015
Readily Accessible
Adapted in part from www.engageny.com
Notes
(if
present)
One level of meaning; theme is obvious and
revealed early in the text.
Prose or poetry is organized clearly and/or
chronologically; the events in a prose work are
easy to predict because the plot is linear; poetry
has explicit and predictable structural elements.
Language is explicit and literal, with mostly
contemporary and familiar vocabulary; text uses
mostly simple sentences.
The text explores a single theme; if there are any
references or allusions, they are fully explained in
the text.
The visual presentation is easy to understand; it
engages the reader more than it enhances
understanding of the text with which it is paired.
Submitted by: Kirsten Pomerantz
Text Complexity and Literature Rationale of:
Hotel on the Corner of Bitter and Sweet by Jamie Ford
Reader and Task Considerations
Professional Judgment: 1. Knowledge of Students as Readers
approaches/scaffolds 4. Does the text match the task?
Potential Challenges this text poses
Instructional Supports/Scaffolds
Placement Recommendation-Grade Level Band and Text Complexity Level
Approved by the Board of Trustees: September, 2015
2. Understanding the Complexity of Texts
Recommended for:
Grade 12
3. Ability to use a range of instructional
Text/Task Match
Briefly explain recommended placement
Adapted in part from www.engageny.com
Submitted by: Kirsten Pomerantz