Textbook Evaluation Checklist

Please record the following information:

Textbook Title My World Interactive

Publisher
Publication Date/Edition
Subject
Grade Level (approximately)
Pearson
2019
Social Studies- Geography
4th (Common Core) I use this resource as a 5th grade teacher
because it covers 5th grade VA standards for Geography

DIRECTIONS:
For all but the Overall Text section, you should concentrate on one chapter selected from the
textbook. Read through the criteria on this checklist. After you’ve previewed the entire textbook,
select a chapter and read through it carefully with these criteria in mind. Also, try to put yourself in
the place of your students as you read.

Check the appropriate box for each criteria. At the end of each section, tally up the number of
checks for each column to get an overall ‘score.’ There is a notes box at the bottom of each section
to jot down comments and observations for your evaluation later.

After reviewing these all these aspects of your textbook, you will do a readability measurement on
the text. Finally, you will assimilate your findings into a written letter to a textbook editor, citing
specific pros and cons of your textbook. Save this entire document and submit it when you are
done. Then move on to the readability instructions in Canvas.

WRITING STYLE Great Good Fair Really

You have to READ the chapter to accurately evaluate this aspect of the Bad
text.
Writing is descriptive, interesting, enjoyable, and thought-provoking. It l
fosters visualization and imagination.
Information and directions are clearly written and explained. l
The author explains ideas in relatively short, active sentences. The writing l
seems appropriate for the students who will read it.
The text is cohesive; the author ties ideas together from sentence to l
sentence, paragraph to paragraph, chapter to chapter.
Enough information is given about each main topic or concept. l
Main ideas are clearly worded and easily located by the reader. l
Supporting details contribute to development of the main idea.
Tally the checks for each column 3 3
Notes about Writing Style:
I find the text from this book engaging. The writing is very descriptive and provides the content without
adding too much that could cause students to miss the main idea of the lesson section. Subheads are
clearly connected to the content within the writing.

Room for Improvement: There are times where I think the writing begins to list topics and that can get
boring to read over time. Because the content is geography there are many names of land or water
features and towns.

VOCABULARY Great Good Fair Really

Bad
Vocabulary consists of words that are both familiar and challenging (not l
too advanced, but not condescending).
New words are useful to the content—not included just because they can l
be.
Words are clearly defined; definitions are explicit, not embedded or l
hidden in the text.
The amount of new or challenging vocabulary is not overwhelming. l
Additional explanations or examples to assist student comprehension of l
new vocabulary are given.
Tally the checks for each column 3 2
Notes about Vocabulary
The vocabulary in this text includes both content and academic vocabulary. The two are separated. In
the beginning of each lesson within the chapter the words are listed with ‘vocabulary’ and ‘academic
vocabulary’. When the word appears in the reading there is a definition on the side of the page. The
words are highlighted within the writing as well.

CONCEPT DENSITY Great Good Fair Really

Bad
The text provides necessary background knowledge (i.e. introduces new l
ideas by reviewing or reminding, helps students recall prior knowledge)
The assumptions about the students’ vocabulary knowledge, prior l
knowledge, and experiences are appropriate.
A reasonable number of new concepts are introduced in each chapter. l
New concepts are discussed in depth rather than briefly mentioned. l
Only information that is important and relevant to developing concepts l
and explaining events and phenomena is included in each chapter. Not a
lot of distracting ‘extras’ but enough to maintain interest.
The author uses examples, analogies, metaphors, similes, l
personifications, or allusions that clarify new ideas, make them vivid, and
help students make connections.
“a text should say much about a few important ideas, rather than a little l
about many ideas” is true for this text
Bibliography: a list of current books/reference materials used by the l
author(s) is included—preferably with each chapter. It is in the student
edition, not just the teacher edition?
Tally the checks for each column 4 2 2
Notes about Concept Density

Each lesson has many topics covered. It would take real effort for a 5 th grade student to retain as much
information is given in each lesson. All the information is relevant to the standards, but the quote
listed above is not being considered by these authors. A bibliography of sources is in the back of the
student text, not within each chapter.

One thing I like about this book is that each lesson has a Jump Start blurb to get background knowledge
building. I with it was also included in the writing versus as a text feature. A mix would be nice while
students are still learning to read ALL the text features- some of my students skip this part and their
background knowledge is not activated unless I remind them to use that part.

FORMAT Great Good Fair Really

Bad
Chapters contain clear and comprehensive introductions and summaries. l
The font size, length of lines, & space between lines and words (white l
space) all work together, producing pages that are not only visually
appealing but also readable and accessible.
Typographical cues such as bold or italicized font, bullets to indicate a list, l
or numbers to indicate a sequence are used.
Chapter headings and subheadings are clear, support the content, and l
preview what is coming so the reader gets a clear idea about the section
and can make predictions and read for purpose.
The wording of chapter headings and subheadings is explicit rather than l
vague or ambiguous (‘cute’ and ‘creative’ titles often mislead readers—
this is not a newspaper).
Tally the checks for each column 5
Notes about Format:
The format of the text is the highlight in my opinion. It is very visual interesting without being
overwhelming. There are clear patterns for content in each chapter and lesson. The subheadings are
clearly indicating what the children should expect to be reading about in the paragraphs that follow.
There are lots of visuals, graphs, and photos that support the writing with out taking away from the
content. Highlighted and bolded vocabulary is present.
 CULTURAL AWARENESS Great Good Fair Really
Bad
There are clear and realistic (not contrived) representations of varied l
cultures, family groups, regions, socio-economic status, gender, ages, and
abilities.
Clear, realistic, and relevant integration of various groups are included in l
the text, activities, etc. (not just the pictures).
The subject matter covers a spectrum of accomplishments and l
contributions by varied sexes, races and physical conditions.
There is inclusion of cultural diversity from the communities in which the l
text is used.
Tally the checks for each column 3 1
Notes about Cultural Awareness

These text covers each region of the United States. Each region has history that includes a variety of
cultures and people (ex. indigenous people, enslaved Africans, Mexican people in the southern
region). The information presented is fact-based information that does not coat over the history of
the people being discussed. Women are featured at times and their contributions to the region the
chapter is teaching about are discussed. This is also true for people of all races. There is not much
representation of Asian culture- specifically from India or countries surrounding India.
However, I recognize this is a United States Geography text and the pictures and people from history
that are featured in each region are representative of the people who lived there in the past. The
pacific region chapter includes information about native peoples and immigrants from Asia.
There are many parts of each chapter that discuss a variety of topics like racism, workers’ rights,
women’s rights, and immigration.

NON TEXT CONTENT Great Good Fair Really

Bad
Non text content (illustrations, photos, maps, graphs, charts) are accurate l
and meaningfully connected to the text.
Captions and labels are accurate and informative and supplement the l
text or main ideas in that section of the book.
Non text content does not crowd the page or overwhelm the student l
with too much textual or visual information. It’s not too busy.
Non text content supports and enhances the text—it’s not just l
decoration.
Graphics are located with the text that they refer to rather than on pages l
before or after it so students don’t have to leave their reading to see the
image.
Graphics are consistently identified (such as Figure 1, Figure 2) l
All photographs include a caption to identify it and make a direct l
connection between the picture and the text.
Maps and charts include keys or legends that explain what the symbols l
mean in relation to the text being supported.
Tally the checks for each column 6 1 1

Notes about Non-Text Content

The non-text content in this book is very purposeful. The only ‘decoration’ in the colored stripe at the
top of each page, but those colors help orient students to remember which section of the chapter they
are in. Every picture and feature have a caption apart from maps- which have a title and key.
There is a variety of features.
Each chapter begins with a map of the region being discussed, people that will be introduced, a time
line of important events, and a reminder of the digital component that goes with the chapter.

ACTIVITIES/QUESTIONS Great Good Fair Really

Bad
Activities apply to a diversity of student abilities, interests and learning l
styles.
Activities and questions encourage the development of higher-level l
thinking skills. Not just rote recall.
Questions are multi-leveled (answer is right there, answer requires the l
reader to look several places; answer requires the reader to synthesize
and use prior knowledge)
The text supports, teaches, and/or encourages the use of graphic l
organizers to understand content.
Includes: l
______lists of recommended reading for various topics,
______web sites and other technology links (check a few of the links, are
they working?),
__X__extension activities that take students beyond the basic content.
Tally the checks for each column 3 1 1
Notes about Activities/Questions in Text
Each chapter has a Quest. For the chapter I am focusing on for this assignment, the Quest of about
Immigrants and Workers’ Rights. Each quest is a writing-based assignment. There are speeches, blog
posts, album track lists, essays, letters, etc. The quest is featured again at the end of the chapter.

Each lesson has a Lesson Check. Some of them feature a skill like ‘make a generalization’ or ‘cause and
effect’ that identify which kind of reading skill the student will use to answer the question.

Quotes from Primary Sources are embedded in the text and highlighted with font color and a tab that
says “Primary Source”.

There are reading checks in the margins that can be completed. There are also graphic organizers
within the lessons that can be filled out.

At the top of each lesson is a “Unlock the BIG Question” section that lists the essential question for the
lesson.
There are Word Wise sections that discuss multiple meaning words and compound words, for
example.

Primary sources are in each chapter and include a close reading assignment.

There is a literacy skills section in each chapter and a thinking skills section. The literacy skills has a
related reading and graphic organizer. The thinking skills has a team assignment and guiding
questions/organizers.

Every chapter includes a Visual Review and a passage about a citizen from the region and their
accomplishments.

There is a chapter assessment at the end. 95% of the questions are short answer.

Look at the entire textbook when evaluating these criteria. Excellent Good Fair Poor
OVERALL TEXT
Layout & format is clear and appealing. l
Page layout (not too much or too little text and non text material l
on each page)
Length of lessons/chapters is appropriate to curriculum and l
students.
Size of book/weight is appropriate and reasonable. l
Connections to themes and big ideas are clearly made through and l
within the chapters and subheadings.
Content and topics are appealing for the age group. l
The text is organized around main ideas. l
Do the main ideas appear in prominent places: introductions, l
summaries, headings and topic sentences?
Is the information in the text clearly connected to the main ideas l
and does the content contribute and support the development of
main ideas?
Real world, current connections are presented and connections to l
the student’s life are encouraged.
Textbook provides a useful table of contents, glossary & index. l
(logically organized, understandable definitions, easy to use)
This section, on the whole, should receive a score of: 5 5 1
Notes about Overall Text

The textbook is overall a well designed useful tool. There are some areas for improvement- mostly the
volume of information. There are many supplemental resources provided and are easy to access. The
additional activities are relevant and address a variety of cultures and contributions from all people.
The connections to literacy skills is done well.
My coworker researched this text when we received and found that the Lexile was intended for 6 th
grade students- I cannot find that information myself to share.