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Sandy Ayala

Choice 1
Checklist for Selecting Texts for ELLS
Visual text:
The lesson I choose was "Something to Eat". The entire lesson was very well
organized with headings and subheadings. The important points that were
highlighted were vocabulary, and grammar. This lesson focused on the use of
countable and uncountable nouns with some and any. The lesson has many
graphics, some of the worksheets are filled with graphics with pictures of the food
that the student is learning about. One example is the students matching the words
to the picture/food it corresponds to.
Written text:
I choose a lesson plan for elementary students so the grammar structure is
very simple. The activities it has the students doing have simple directions. It also
has them read sentences to learn the use of some and a/an. It had no conditional
sentences with irregular verb tenses and didnt have any complex sentences with
multiple embedded clauses. The vocabulary has no idiomatic phrases. It is simple
language that the students would understand. It focuses completely on food
vocabulary and doesnt include unrelated words that would be difficult for ELLs to
understand. The textbook included words, phrases and punctuation marks to help
show the relationship between one part of a sentence and another. In the lesson
plan the students are told to read some dialogue which includes simple words,
phrases, and punctuation marks. It also tells them at the end of the reading it was
them reflect on their dialogue and answer some questions. The length of the lesson
was very manage, it said that it would take 30 - 45 minutes. I think it's a good
amount of time for a lesson and it was interactive and had the student doing many
different types of activities and used lots of materials.
Cultural bias and stereotypes:
I don't think there was a lot of variety in the cultures represented in the
textbook and materials. The only time a variety of cultures was represented was
during the matching portion. Some of the foods were very diverse, but during the
written portion it focused solely on the foods and sentence structures and use of
countable nouns. In the illustrations and written text there was no particular
cultures or gender roles shown. During the activities there was no stereotypes. In
one activity it had the students role playing and taking turns to be a host and
someone order food, but the text simple wrote the occupations as host and guest.
No gender roles were seen and during the activity.
Final questions:
1. What I found from the analysis is that the book is much focused on it lesson
and well organized. I think that it is appropriate for ELLS because it was able
to go through the checklist without having any flaws stand out. It had lots of
visuals, used grammar appropriately, and included many different materials
which we learned from the Woodrow reading is essential in good lessons.
2. To decide how the text book should be adapted, I think that it is important to
look at the description of the lesson to get an idea of how to play out the

lesson. I think it is also important to look at the highlighted material, as well


as the worksheets that are given and other materials.
3. One aspect that I think the textbook could have done to be more effective
would be to include some culture in all of the lessons. While it was good and
important that it focused on its purpose, it might be good to show some
diversity through pictures or videos.

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