This walkthrough shows you an alternate way to achieve what Evaluators accomplishes in the Evaluating Grade Level Appropriateness tutorial for comparison.

​
Step 1: Start with the numbers (Quantitative Analysis)

First, get an objective baseline for the text’s difficulty. This step uses formulas to analyze word length, sentence length, and syllable count.

​
Calculate Word Count

  1. Tally the total number of words in the passage. This can give you a rough idea of the text’s length and density.
    • 2-3: 200-800 words
    • 4-5: 200-800 words
    • 6-8: 400-1000 words
    • 9-10: 500-1500 words
    • 11-CCR: 1501+ words

​
Calculate the Flesch-Kincaid Grade Level:

This is a widely used formula that outputs a number corresponding to a U.S. grade level. You can find online calculators to do this automatically, or you can calculate it manually.
  • Formula: 0.39 * (total words / total sentences) + 11.8 * (total syllables / total words) - 15.59
  • How to use it: The result is your initial, data-driven grade level estimate. A score of 8.2, for example, means the text is likely appropriate for a student in the second month of eighth grade.

​
Step 2: Look deeper: qualitative analysis

Numbers don’t tell the whole story. A text with simple words can convey complex ideas. This step involves reading the text closely and evaluating its features using a rubric.

​
Text structure

Exceedingly Complex
  • Deep, intricate, and often ambiguous connections between ideas.
  • The organization may be discipline-specific.
Very Complex
  • Expanded ideas with implicit or subtle connections.
  • The organization may have multiple pathways.
Moderately Complex
  • Some implicit connections between ideas.
  • The organization is generally sequential or chronological.
Slightly Complex
  • Explicit and clear connections between ideas.
  • The organization is predictable.

​
Language features

Exceedingly Complex
  • Dense, abstract, ironic, and/or figurative language.
  • Vocabulary is complex, unfamiliar, or archaic.
  • Sentences are mainly complex with multiple clauses.
Very Complex
  • Fairly complex language with some abstract or figurative elements.
  • Some unfamiliar or academic vocabulary.
  • Many complex sentences.
Moderately Complex
  • Mostly explicit language.
  • Vocabulary is mostly familiar and conversational.
  • A mix of simple, compound, and complex sentences.
Slightly Complex Explicit, literal, and straightforward language.
  • Vocabulary is contemporary and familiar.
  • Mainly simple sentences.

​
Purpose

Exceedingly Complex
  • The author’s purpose is subtle, intricate, and difficult to determine.
Very Complex
  • The purpose is implicit or subtle but fairly easy to infer.
Moderately Complex
  • The purpose is implied but easy to identify based on context.
Slightly Complex
  • The purpose is explicitly stated, clear, and concrete.

​
Knowledge demands

Exceedingly Complex
  • Requires extensive, discipline-specific knowledge.
  • Many references or allusions to other texts or ideas.
Very Complex
  • Requires moderate discipline-specific knowledge.
  • Some references or allusions.
Moderately Complex
  • Requires common knowledge and some discipline-specific knowledge.
Slightly Complex
  • Requires only everyday, practical knowledge.
  • No references or allusions.

​
Step 3: Think about the student: background knowledge

Now, step back from the text and think about the reader. A text is only as accessible as a student’s prior knowledge allows. Curriculum
  • What have students at your target grade level learned in history, science, and other subjects? Would they understand a text about the Civil War, cellular mitosis, or ancient Rome?
Life Experience
  • Does the text assume life experiences or cultural knowledge that your students may not have?
Interest
  • Is the topic likely to engage, bore, or confuse a student of a certain age?

​
Step 4: Put it all together: synthesis

This is where you combine your findings to make an informed decision. The quantitative score is a starting point, but the qualitative and background knowledge analyses are what allow you to refine your choice.
  1. Weigh the evidence. If the Flesch-Kincaid score is high (e.g., Grade 10) but the qualitative features are simple, the text might be appropriate for a lower grade. This often happens with older texts that use long sentences but have straightforward themes. Conversely, a text with a low score could have a very complex, abstract purpose, making it better for older students.
  2. Determine the Target Grade.
  3. Decide on the ideal grade level for independent reading, where a student can comprehend the text with minimal help.
  4. Consider an Alternative Grade with Scaffolding. Could younger students access this text with support? If so, identify an “alternative grade” and the specific scaffolding needed. Scaffolding can include:
    • Pre-teaching key vocabulary.
    • Providing historical or cultural context.
    • Using the text as a teacher-led read-aloud.
    • Breaking the text into smaller chunks for analysis.
    • Using graphic organizers or visual aids to clarify concepts.
This process lets you manually make a holistic, student-centered decision about text appropriateness.