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Type of paperContent (Any Type)
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SubjectEducation
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Number of pages5
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Writer levelUniversity
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Format of citationAPA
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Number of cited resources2
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IV. ARE THE MEANINGS PRESENTED WITH CLARITY? A. Appropriateness of vocabulary? New vocabulary words are presented at an appropriate rate so that the text is understandable (10 words per chapter). Vocabulary is repeated and reinforced in subsequent chapters to strengthen meaning. B. Words are well defined for ease of comprehension. C. Development of new concepts is connected to prior knowledge. D. Development of technical terms is simple through vocabulary and spelling practice workbooks, which accompany the textbook. E. Reading level is appropriate for the intended group. Writing topics are interesting (child labor laws). HOW GOOD IS THE ORGANIZATION OF THIS BOOK? A. Sequential development throughout the book makes sense for teaching. The book begins with why writers write, the different modes of writing, and finally the writing process. This is the exact order the subject should be taught. B. The book does incorporate logical organization for instruction through example and illustrations. The book offers models in every writing chapter. VI. IS THERE AN ADEQUATE SELECTION OF VARIED TEACHING AIDS? Yes, the book has multiple teaching aids. The book includes step-by-step teaching guide, CD/Video, topic banks, grammar in Your Writing tutorials, grammar practice, assessments, rubrics, publishing and presenting sections which shows students that writing and accurate use of language are relevant to their lives. CHECKLIST OF EVALUATIVE CRITERIA FOR TEXTBOOKS A. Clear overview of units. – In addition to online lesson plans the book also provides lesson objectives summarizes the chapter. B. Succinct summaries- the book provides in-depth online lesson plans C. Questions stimulating a variety of thinking sheets- each chapter begins with an essential question (why write?) D. Practical related activities – All units have real world connections activities (time management) meeting deadlines in writing. E. Adequate word lists- words list are supplemental. F. Aids for reviewing-formal assessments using online software from the book. G. Aids for evaluation of student learning – online writing assessment portfolios. H. Pertinent instructional references – interactive revision checkers (home learning website) I. Value of teacher’s manual is very- Teacher’s editions provide on Spanish support. VII. ARE THE AIDS TO LOCATION OF INFORMATION ADEQUATE? A. Is there a preface? The book does provide a preface. B. Organization and completeness of table contents –table of contents are listed by chapter, subject and page number. C. Accuracy and completeness of index- index is complete and useful D. Score and usefulness of appendices- appendices is very useful (commonly overused words, glossary, citing sources, internet terms) HOW EFFECTIVE ARE THE GRAPHIC AIDS? A. Accuracy – graphics are accurate. B. Adequate number – there are an adequate number of graphic aids throughout the book. C. Appropriateness – graphics are next to examples D. Related to context –graphics include captions related to text E. Variety of types – graphics include pictures, essays, charts, and webs. F. Current – graphics are currently. G. Eye appeal – graphics are placed appropriately on the page along side examples. H. Clarity – illustrations are clear, in color and easy to relate to text. IX. GENERAL OBSERVATION AND REMARKS: In some situations, the textbook may function as a supplement to the teachers’ instruction in the ESL teaching and learning process. For most teachers, textbooks provide the foundation for the content of lessons, the balance of the skills taught, as well as the kinds of language practice the students engage in during class activities. For the ESL learners, the textbook becomes the major source of contact they have with the language apart from the input provided by the teacher. Prior to selecting a textbook, educators should thoroughly examine the program curriculum. If the goals and curriculum of the program are clear and well defined, the parallels with certain textbooks may become obvious. For example, if one of the goals of the program were to give students an opportunity to interact with authentic texts, then books that use articles written for native English speakers would be appropriate. If the program focuses on developing reading fluency, books designed to support the development of reading skills would be appropriate. The use of an evaluation procedure or checklist can lead to a more efficient and thorough examination of potential textbooks and to enhanced outcomes for learners. X. DID THE EVALUATOR READ THIS BOOK IN ITS ENTIRETY? Evaluator did not read the book in its entirety. XI. GENERALEVALUATION The Writing and Grammar textbook is an exceptional source. The book provides ESL students with a customized curriculum. It also encourages students to read the text in English as often as they can. The more students read and speak English, the better they will learn the language and the easier it will become to write in English. The book provides graphic organizers, online text readers in English, and pictures to support ESL students with comprehension of the text. I find this book does meet the needs of the ESL students and is not lacking any features used to plan for instruction. XII. I recommend this book be APPROVED/NOT APPROVED for adoption. Evaluator recommends this book to be approved for adoption with updates adding argumentative writing and current standards.
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