Textbook Assessment

READ 440 Justin Tarbell

Textbook Assessment READING LEVEL

This textbook, Avancemos, weighs in on the Fry readability graph (data shown in following table)

Page No. 5-6 226 344 Syllables 160 144 166 Sentences 18.3 10.7 8.5 Result: Directly in the middle of 6th grade reading level segment, inside the curve.
http://www.readabilityformulas.com/freetests/fry-graph.php

Average 156.67 12.5

TEXTBOOK
Gahala, E. M., & Carlin, P. H. (2010). Avancemos!. Geneva, Ill.: Holt Mcdougal.

EVALUATION
I chose the Assessing the Text instrument (shown below) to evaluate this text because it does a great job of reviewing different aspects of the story in different ways. It goes in depth in to four different areas of the book that help me best describe the strengths and weaknesses of the textbook. Content: This textbook has an enormous degree of many different topics. The textbook does a great job of going in to many different vocabulary sections and exploring them in different cultural situations. That being said, the book does not do a great job of incorporating different cultural settings aside from Mexico or South American culture. Surprisingly, there really isnt an entirely too large amount of culture from Spain. Also, most of the culture just revolves around activities, a few historical figures (no events), and food. I think there is a lot more that could be done with this that would make this even stronger. There also is a lack of literature in the book which means little to no poetry, short stories, songs, or any other form of literature. A lot of the textbook works with the audio CD that I do not have access to. Format: The format is initially overwhelming because of disorganization between the different pages. Each page has a very different layout, whether that is full paragraphs or talk bubbles or short answer questions. This disparity in page setup at first immediately catches the reader off guard and gives them a lot to think about. Also, there are a lot colors and images that jump out at the reader and initially scare them and think about it. The weight of the book is slightly heavy, but in comparison to the rest of their books its probably not that bad. Utility: The utility of this text is to introduce various forms of grammar, culture, and vocabulary to individuals. It is just supposed to be a basic introduction, not an in depth study of any of these categories. Style: The style of the text is absolutely informative. However, it tries to do it in a non-boring but descriptive way. While the book has to keep the subject interesting, it is more on the teacher to attain this goal. The style is definitely geared towards lower levels learners that dont have a firm grasp on the language yet. Its one thing to assess the textbook, but you have to assess your students as well

Adapted from Chandler, C., University of Texas

EVALUATION SUMMARY with rationale for each of the 3 strengths/3 weaknesses

Strengths: Frameworks for: reading and understanding 1) It attempts to integrate culture. While it does not completely integrate culture and allow for different culture practices, at least the textbook goes in to a wide variety of places when discussing culture not just focusing on one place. It also does a good job of making sure that the vocabulary list and the grammar concept generally have sort of relevance to each other. 2) It clearly lays out all of the conjugations and when to use them. This book does a great job of laying out all of the grammar points, especially with verb conjugations. It clearly shows the students how to conjugate verbs and when to use which conjugation of the verb. 3) Giving specific examples. This textbook does a wonderful job of including information that is very specific which allows the students to have a common reference point for different conversations, grammar initiatives, as well as vocabulary. It does a good job letting students learn about specific items that are included in the textbook. Weaknesses: Reading level two grades above

1) Pages are too busy This doesnt work with this book because it will distract the students when they are trying to learn and read from the textbook. To combat this, I would try to find different pages that are the same and follow those to gain a sense of routine for them. 2) There is too much English. While this might sound surprising, the fact that the amount of Spanish stays the same at the beginning and the end of the book implies that the students should be on the same level of Spanish when they start their study and when they end their study. This is not only an obvious fault in logic, but it also shows that the textbook itself has not helped to increase the language proficiency of the students. To combat this, I would work on finding Spanish articles and written articles to help them see the language more. 3) The textbook doesnt allow for interactive learning. I think this is an issue with all textbooks, so its something thats hard to avoid. In working with the audio CD and the directions, very frequently there is no guided practice for speaking and using the language, rather just reading and writing the language. To combat this, I would make some of the activities and dialogues in the book more accessible to work together as a class. ADAPTING TEXT FOR STUDENTS
To use the text successfully in the classroom, there are a few things that I would do. Firstly, I need to assess my students so that I know whether this textbook and these ideas would be viable options anyway. The first thing that I would adapt is the vocabulary lists. While these are very good and very detailed, I need to find what words my students actually want to learn and would actually use after they were tested on it. I would also be sure to find more culturally authentic texts that would help them to understand the culture concepts that are brought up in the textbook. Lastly, I would be sure to formulate some speaking and usage activities that use the book as a guideline to create these activities.

Adapted from Chandler, C., University of Texas

Additional Texts
Las Fallas http://www.youtube.com/watch?v=Qb7g-eqeDLg Festival (Valencia-Spain) (English version). (2013, March 12). YouTube. Retrieved , from http://www.youtube.com/watch?v=Qb7geqeDLg https://fbcdn-sphotos-f-a.akamaihd.net/hphotos-ak-prn2/t1.0-9/8676_10151531346768005_1616576417_n.jpg Justin Tarbell Original Photograph Las corridas de toros y la moral catlica http://corresponsales.org/blog/corridas-toros-iglesia-catolica-mora/ ACPE Asociacin de Corresponsales de Prensa Extranjera. (n.d.). Las corridas de toros y la moral catlica. Retrieved , from http://corresponsales.org/blog/corridas-toros-iglesia-catolica-mora/ La Tomatina http://www.youtube.com/watch?v=Had8to1Hr3M La Tomatina, Tomato Food Fight in Bunol, Spain - Who? What? When? Where? Travel Yourself. (2012, May 7). YouTube. Retrieved , from http://www.youtube.com/watch?v=Had8to1Hr3M Da de los Muertos Dia de los Muertos - Festividad del Dia de Muertos, Historia, origen de la celebracion, festejo, costumbre. (n.d.). Dia de los Muertos - Festividad del Dia de Muertos, Historia, origen de la celebracion, festejo, costumbre . Retrieved , from http://diadelosmuertos.yaia.com/historia.html

Adapted from Chandler, C., University of Texas

RubricTextbook Workshop
Criteria Points Possible

Reading Level Information

Use Frye or Flesch-Kinkaid to determine readability. In your own words, explain how readability is determined. Cite whether you think this is a realistic level eg. based on the language used in the text, will the students have difficulty reading the text? Why or why not?

Textbook Information
Choose a textbook that is an adoption for grades 6-12 and related to your teaching field Cite bibliographic information in APA format (author, year of publication, title, place of publication, publisher)

Text Evaluation Instruments

Examine the text evaluation instruments. What did you learn from each of these instruments? How could this type of information be used to assess a text and to help readers with a textbook? Address each of the specific categories in the evaluation instrument (eg. vocabulary) with specific comments.

Text Evaluation Summary Statement

List at least three strengths and three weaknesses of your textbook according to the evaluation instrument. Provide a rationale for each strength and weakness.

Adapting the Text for Students

Describe at least 3 methods you will use to accommodate the weaknesses.

TOTAL

20

Adapted from Chandler, C., University of Texas