Chipola College
Elementary Education
Task CC8G: Basal Reader Evaluation
RED 3311 – Teaching Reading in the Intermediate Grades
Standards Infused and Assessed
Accomplished Practice Indicators:
2.8 Adapts the learning environment to accommodate the differing needs and diversity of students.
3.2 Deepen and enrich students’ understanding through content area literacy strategies, verbalization of
thought, and application of the subject matter.
Task Description
The teacher candidate will demonstrate knowledge of evaluating instructional materials for the reading
classroom. He or she will evaluate the basal and accompanying instructional materials to understand
proper use in the classroom for all students, including those from diverse backgrounds and at varying
English proficiency levels. The learning environment will be adapted to accommodate the differing needs
and diversity of these students based on gained basal knowledge. Evaluation should include determining
if culture-specific features of content curricula are accurate depictions of cultures represented throughout
the book, or if cultural bias is present. Discussion will include how literacy strategies will deepen and
enrich students’ understanding through verbalization of thought and application of the subject matter.
Fry’s Readability Formula will be used to determine if the readability level matches the basal level.
Assessments/tests that come as part of the textbook program will also be evaluated for cultural bias. The
teacher candidate must identify materials, techniques, and assessments to inform instruction for ELLs and
be able to articulate the appropriateness of ELL assessments to stakeholders.
What to submit?
The teacher candidate will submit a written evaluation of a basal textbook. The evaluation should include
a cover page with name, course number, and task number on the front. It should be typed, double-spaced,
and stapled.
Directions
1. Examine a basal reader using the following criteria:
a. Readability of text: Is the text appropriate for the grade level? Did you find any surprises
when doing the readability? Were the books consistent in readability throughout the
stories, or did the readability vary? Did you find any differences in readability between
fiction and nonfiction passages? Use Fry’s Readability Chart to determine the readability
of the text. You should select three different passages throughout the basal: beginning,
middle, and end. The chart and copies of the pages from the textbook you used to do
the readability test should be submitted with the assignment.
b. Illustrations: Are the illustrations attractive and child-engaging? Do they relate to the
story? Do they support comprehension? If so, how? Give specific citations in this area.
c. Five Areas of Reading: Are the five areas of reading consistently taught throughout each
unit/story? Did you find lessons for phonemic awareness, phonics, fluency, vocabulary,
and comprehension for each story? Describe how each area of reading is taught in this
RED 3311
Last updated Spring 2014
d.
e.
f.
g.
textbook. Give specific examples and page numbers for each area of lessons that are
centered on teaching the various areas of reading.
Cultural Authenticity: Reading basals include representation of various cultures.
Determine if the culture being represented in the book is accurate of the culture or if
cultural bias is present. Cite a specific example of where accurate cultural representation or
bias is present in a story.
Commercial Tests: Analyze the tests and assessments that come with the reading
textbook you are evaluating. Do the tests accurately measure the skills taught each week?
Does the test cover weekly vocabulary and story comprehension? Is there a fairly equal
amount of vocabulary questions, skill questions, and comprehension questions, or do you
find it is unbalanced in the number of questions asked of each? Do the weekly tests have
students mainly doing factual recall, or do you see higher order thinking questions being
asked? (Give examples of literal questions and higher order thinking questions that are
asked.) Does the test offer a variety of question formats (multiple choice, short answer,
essay, matching, etc.) or does each only stay with one or two formats?
Instructional Methods: Find at least two instructional methods and strategies (graphic
organizers, summarizing, story maps, etc.) used in the book. Describe each organizer by
discussing its purpose and how it helps students with the skill it is being used with. Make a
copy of the graphic organizer to submit with this assignment.
Accommodations: What interventions does each unit offer for struggling, ESE and ESOL
students? Identify at least one accommodation and discuss how you think this
accommodation will help that particular struggling student. What are strategies the book
gives for teachers to enhance the needs of students who are above grade level?
What to Write Up:
After examining many stories from your reading textbook, write an evaluation of the text you examined.
Include:
Summary of Evaluation with Citations: Address items A-G. If the basal does not cover them, mention
that and discuss why it may not offer that item, and what you would do to meet that need. You may not
simply excuse something that is missing in the basal series. For the write up, you should list each item
number with heading, then discuss or explain your findings, etc. It should NOT be written like a narrative
essay, but be organized in answering each question.
Reflection: Discuss how you can use your knowledge of basal reader evaluations when you begin
teaching. If this was your school district’s adopted basal reader, would you be satisfied teaching the
standards from it? If not, why? What type of additional outside material source will you have to use to
supplement the basal?
RED 3311
Last updated Spring 2014
Task CC8G: Basal Reader Evaluation
RED 3311 – Teaching Reading in the Intermediate Grades
Name ________________________________
Submission # ______
Instructor: Bush
Accomplished Practice Indicators:
2.8 Adapts the learning environment to accommodate the differing needs and diversity of students.
3.2 Deepen and enrich students’ understanding through content area literacy strategies, verbalization of
thought, and application of the subject matter.
Decision for FEAPs on this Task:
___ Demonstrated……..…….…10 or more E
___ Partially Demonstrated..…..5 or more D
___ Not Demonstrated………….1 or more U
 Must resubmit on or before the following date: _______
 Although the original grade is final and no points are added for resubmissions,
failure to resubmit by the deadline will result in a “ten-point penalty” PER
DAY grade reduction.
 For all resubmissions – the original assignment must be included with the
resubmission.
Item Number
FEAP
Indicator
READABILITY OF
TEXT
3.2
ILLUSTRATIONS
3.2
FIVE AREAS OF
READING
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Last updated Spring 2014
3.2
Rating Values
Criteria For "Effective" Ratings
Thorough discussion of newly attained understanding of
readability from 3 selected passages throughout basal.
Discussion includes connection of readability outcomes to
selection of reading texts. Must include copies of the text and
Fry’s Readability chart.
Communicated (with specific citations) an understanding of the
use of effective illustrations and their ability to support
comprehension of the text.
Thorough discussion of where the
five areas of reading are taught in
the textbook; specific examples
with page numbers are given
where the lesson is teaching a skill
related to each specific area of
reading.
PHONEMIC AWARENESS
– thorough discussion present
and specific examples and
page numbers given
PHONICS – thorough
discussion present and
specific examples and page
numbers given
FLUENCY – thorough
discussion present and
specific examples and page
numbers given
VOCABULARY – thorough
discussion present and
specific examples and page
numbers given
E – 7-10 points
D – 4-6 points
U – 0-3 points
____ E ____ D ____ U
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COMPREHENSION thorough discussion present
and specific examples and
page numbers given
CULTURAL
AUTHENTICITY
COMMERCIAL
TESTS
INSTRUCTIONAL
METHODS
ACCOMMODATIONS
OVERALL
REFLECTION
DEDUCTIONS
A culture is identified from the book and a thorough discussion
of how this story is truly reflective, or not, is present; specific
2.8
example(s) are given from the story that shows a representation
of the culture that aligns with evidence from discussion.
Student evaluates commercial tests which come with the reading
basal; thoroughly discusses the weekly tests and/or unit tests.
Student discusses the various types of questions on tests to
2.8
ensure success of varying levels of students. Specific examples
are given to support claims in discussion
Two instructional methods are identified that support reading
comprehension. Discussion thoroughly analyzes how this
instructional method could be differentiated for the diverse
2.8
learner. Examples are given that show how this graphic
organizer or other method facilitates comprehension, and a copy
is submitted with assignment.
Discussion of an accommodation appropriate for struggling,
ESE, and/or ESOL students and discussion of an
2.8
accommodation for a child above grade level is thorough and
thoughtful
A thorough, thoughtful reflection is included that discusses how
you will apply knowledge of evaluating reading textbooks to
your own classroom one day; discuss what you would have to
2.8
adapt throughout your classroom environment to meet the needs
of this basal; discuss what you have learned and what will be
most helpful to you as a classroom teacher.
Two points per language mechanics error will be applied to your grade.
Language mechanics include spelling, grammar, and syntax. A 10 point
deduction will be applied for not following directions.
GRADE FOR TASK CC8G
COMMENTS:
RED 3311
Last updated Spring 2014
____ E ____ D ____ U
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__________ POINTS