TEXTBOOK ADOPTION SURVEY
Textbook Adoption Survey
Figure 10.2 (pp. 200-202)
Below is a template for the Textbook Adoption Survey. You and the literacy
team or adoption committee can use the items that apply to your adoption
process and edit or adapt the survey to fit your needs. It is meant to be
distributed to all teachers who will use the adopted materials and should provide
valuable input for responsible, collaborative, and informed
decision-making.
Figure 10.2 Textbook Adoption Survey
TEXTBOOK ADOPTION SURVEY
For: Subject Area ___________________
Grade Level/Course _____________
Publisher Rep.: _____________ph/email _______________ Literacy Specialist/Chair ____________
Baseline Textbook Information
Title: ______________________________
Author:_____________________
Publisher: __________________________ Copyright: ________________________
Lexile Level #: _______________
Go to: www.lexile.com →Educators →Lexile → Book Database: Insert Title or Author
I rank this text: 1 2 3 4
My recommendation: Adopt this text? Yes
No Maybe
Cost Projection
# of Units (Books) _____ X Cost per Unit ________
= Baseline Expense______________
Supplemental Materials _____ + Misc. Expenses ______
= Additional Expenses ____________
Shipping Charges ____________
Total Adoption Expenses_____________
Are free materials promised? _________________________ Support for implementation?
Directions: Please rank the following text attributes. Note: The last column (marked IMP)
includes an X on items the committee believes should be given more weight. You may also put
an X after any additional ones you think deserve greater weight or cross off any we indicated.
3 = Excellent 2 = Acceptable 1 = Poor 0 = Not Acceptable NA = Not Applicable NF = Not Found
I. Structural Features of the Text
1. Text includes table of contents, glossary, index,
appendix and other appropriate structural aids
2. Text format is appealing, print size is appropriate.
Text/material is durable;size is appropriate. (no. of
pages).
3. Organization emphasizes core concepts of the course
and reflects unified core standards and state curriculum.
4. Text reflects sheltered instruction for ELs.
5. Sequence follows a logical pattern.
6. Text sequence is appropriate in scope (# of concepts)
and concept progression.
7. Teacher editions are clear, usable, and provide
instructional activities and suggestions for
differentiation.
8. Supplemental materials are available and stress the
concepts presented in the text.
9. Arrangement of text boxes, charts, side matter and
visuals are appropriate: closely linked to text; not too
numerous; do not detract from the flow of main ideas.
10. Authors use format devices to signal the introduction
3
2
1
0
N/A
NF
IMP
X
X
of new concepts/ key terms (bold, italics).
II. Content and Instructional Features
3
2
1
0
N/A
NF
1. Objectives are clearly stated and in line with our goals for
our students in the subject area and our two-year plan.
2. Text explicitly reflects domain-specific reasoning and
problem-solving strategies.
3. Instructions are clear and explicit.
4. Text and materials contain the right amount of scaffolding
for the particular group of students.
5. Materials are sensitive to sociocultural issues and
stereotypes.
6. Format accommodates different styles of learners; presents
information in a variety of ways (not just one way).
7. Instruction and activities help students use their prior
knowledge to make text-to-text, text-to-world, and text–to
self connections.
8. Instruction and activities show students clear connections
between information, application, and real life.
9. Text balances information and critical thinking.
10. Instruction guides students from concrete to
representational to abstract OR from abstract/general to
specific.
11. Students have opportunities for independent practice.
12. The text indicates key words and phrases.
13. The main ideas, concepts, and important information are
clearly stated and explained.
14. The book identifies and reinforces the most important
vocabulary words and concepts through repetition,
integration, and meaningful use.
15. New concepts are explicitly linked to a student’s prior
knowledge and experience – linked to real-world examples.
16. Vocabulary pacing (concept density) is within the ability
of the students to gain meaning from the text.
17. Some links, references, and activities involve seeking
information outside of the text (encourage bringing in realworld information or web searches to encourage
inquiry).
18. The lesson progression guides student through the
learning with aids that support them through the text. Some
of these include prereading supports (objectives, key word
lists, chapter overviews, margin notes, glossing, guided
reading, questions before, during, and after summaries, and
extension activities).
19. Education for employment skills is represented.
20. Illustrations, graphs, maps, charts, etc., make key
concepts concrete, add clarity, and feature the most
important concepts.
III. Assessment Features
1. Assessment focuses on main ideas, concepts, and skills.
2. Text employs a number of ways to assess learning and
understanding, including knowledge of information,
application, and production.
3. Assessments are aligned with the core concepts and are
appropriate in amounts of attention given to more important
and less important content.
4. Questions and activities draw attention to the
IMP
X
X
X
X
X
3
2
1
0
N/A
NF
IMP
X
X
organizational patterns of the text and other learning
strategies.
5. Assessment centers on the students' understanding of the
process as well as the product.
IV. Relevance and Motivation
1. Content, format, and presentation of information are
interesting, engaging, and relevant.
2. Activities are meaningful, motivating, and challenging to
students at varying levels of learning and ability.
3. Materials allow students to think critically and creatively.
4. Materials engage students in socially appropriate group
learning and collaborative problem-solving.
5. Text includes response modes and choices that honor
students' out -of- school literacies and/or provide vehicles for
connecting home literacies with those in school.
X
3
2
1
0
N/A
NF
IMP
X
X
X
COMMENTS: For each category, please list (a) the features that appealed to you most; (b) those that
appealed to you least; (c) anything not included in the survey that you noticed; and (d) any other comments
you wish to share. You may continue your comments on the back of this form if more space is needed.
Section I: Structural Features:
a) Most helpful features
b) Least helpful features
c) Other elements
d) Additional comments
Section II: Content and Instructional Features
a) Most helpful features
b) Least helpful features
c) Other elements
d) Additional comments
Section III: Assessment Features
a) Most helpful features
b) Least helpful features
c) Other elements
d) Additional comments
Section IV: Motivation and Relevance
a) Most helpful features
b) Least helpful features
c) Other elements
d) Additional comments
On a 1-10 scale (1= unacceptable and 10 = highly recommend), I would rate this text:_________.
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