APPENDIX A: Textbook Checklist

Title Author Publisher Date Design and Layout Length Contents Additional Resources SelfDescription Target Age Context Time Frame
1.

BACKGROUND INFORMATION All-Star 3 (ISBN 0-07-284679-8) Linda Lee and Kristin Sherman (with Stephen Sloan, Grace Tanaka, and Shirley Velasco) The McGraw-Hill Companies 2005 Soft-cover student textbook, bound (not notebook/spiral), 8.5x11 Four color, substantial illustrations and photos; adequate white space 190 pages, plus 21 pages of introductory material Scope and Sequence; Teacher Overview and Explanation; Pre-unit plus 8 Units; Appendices (Grammar Reference Guide, Audio Script, Vocabulary List, Glossary, Skills Index, Authentic Materials, Map of the United States) Also available: Student Workbook, Student Book with Audio Highlights, Teachers Edition with Tests, Color Overhead Transparencies, Audiocassettes, Audio CDs; with new edition: Student CD-ROM, online teacher supports All-Star is a four-level series featuring a big picture approach to meeting adult standards that systematically builds language and math skills around life-skill topics. Adult Community Focus Adjustable: 70-100 hours; 100-140 hours; 140-180 hours APPROACH TO LANGUAGE LEARNING
x )

2.

3.

4.

5.

6.

7.

Overall Approach Primary Focus: Form/Grammar Primary Focus: Communicative Language Primary Focus: Other (Specify: Areas of Instruction primary focus: Reading and Writing Speaking and Listening Integration of the Four Skills Focus on Language Forms primarily: Inductive Deductive Combination Student Speech Production Activities tend to: be more controlled, form-focused be less controlled, meaning-focused emphasize fluency emphasize accuracy Primary Outcome Development of Academic skills Workplace skills Life-skills Materials Authenticity Authentic Semi-authentic Pedagogically prepared Provision for learner input to support other students learning Activities/Tasks In the Real World Real World Type Pedagogical 1

x x

x x

x x x x x

8.

Types of Classroom Activities a. b. c. d. e. f. g. Drills Exercises Activities Simple Task More Complex, Creative Tasks Projects Group/Pair Discussion Strategy Development Metalinguistic Awareness Reading and Writing Strategies Metacognitive Strategies Cognitive Strategies Schemata activation Use of visual assists/cues

Used Consistently x x

Used Often

Used Occasionally

Used Rarely x

Not Used

x x x x x x x x x

h. i.

Student Perspective
Applicable

9.

Accessibility a. Learning goals and objectives Textbook as a whole Unit Lesson b. Grammar Resources c. Vocabulary Resources d. Online Supplements 10. Appropriateness a. Cultural Awareness b. Relation to Real-life Adult Challenges/Needs c. Use of Learners Prior Knowledge

x x x x x x x x

Teacher Perspective
11. Syllabus Type a. Grammatical b. Lexical c. Grammatical-Lexical d. Situational e. Functional-Notional f. Procedural/Task-based g. Thematic/Topical h. Other (specify: ) 12. Appropriate Sequencing 13. Route through Material Specified User Determined 14. Flexibility/Adaptability 15. Guidance 16. Scaffolding Within Whole Textbook Within Unit 17. Unit Content Cycle Matrix Combination 18. Link to Appropriate State/Other Standards

x x x x x x x

x x

-Content adapted from Textbook Checklists in Grant (1987), Littlejohn (1998), Sheldon (1988), and Tucker (1975), plus elements from Graves (2000) Chapters 7-8.
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