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Baders Textbook Analysis Chart

This document contains a textbook analysis chart that can be used to evaluate books across several criteria, including linguistic factors, conceptual factors, organizational factors, writing style, learning aids, and formatting. The chart contains ratings (excellent, average, poor) and space for comments on each criteria. It will be used to analyze an unspecified book's suitability for a given grade level and content area, and to identify the book's strengths and weaknesses, as well as ways a teacher could supplement or modify the book.

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Melissa Adams
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582 views3 pages

Baders Textbook Analysis Chart

This document contains a textbook analysis chart that can be used to evaluate books across several criteria, including linguistic factors, conceptual factors, organizational factors, writing style, learning aids, and formatting. The chart contains ratings (excellent, average, poor) and space for comments on each criteria. It will be used to analyze an unspecified book's suitability for a given grade level and content area, and to identify the book's strengths and weaknesses, as well as ways a teacher could supplement or modify the book.

Uploaded by

Melissa Adams
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Bader's Textbook Analysis Chart

EDUC 556
Book Title
Publisher
Grade Level
Content Area

_______________
_______________
_______________
_______________

+ Excellent (Evident Throughout)


Average (Evident Somewhat)
- Poor (Not Evident)
Comments

Linguistic Factors:
___Generally appropriate to intended grade
level(s) according to _________ formula

________________________________
________________________________

___Linguistic patterns suitable to most


populations and fit intended level(s)

________________________________
________________________________

___Vocabulary choice and control suitable

________________________________

___New vocabulary highlighted, italicized,


in boldface, or underlined

________________________________
________________________________

___New vocabulary defined in context

________________________________

___New vocabulary defined in margin


guides, glossary, beginning or end of chapter

________________________________
________________________________

Conceptual Factors:
___Conceptual level generally appropriate
to intended grade level(s)

________________________________
________________________________

___Concepts presented deductively

________________________________

___Concepts presented inductively

________________________________

___Major ideas are highlighted, italicized,


in boldface type, or underlined

________________________________
________________________________

___Appropriate assumptions made regarding


prior level of concepts

________________________________
________________________________

___Sufficient development of new concepts


through examples, illustrations, analogies,
redundancy

________________________________
________________________________
________________________________

___No evidence of sexual, racial, economic,


cultural, or political bias

________________________________
________________________________

+ Excellent (Evident Throughout)


Average (Evident Somewhat)
- Poor (Not Evident)

Comments
Organizational Factors:
___Units, chapters, table of contents, index
present clear, logical development of subject

________________________________
________________________________

___Chapters of instructional segments


contain headings and subheadings that
aid comprehension of subject

________________________________
________________________________
________________________________

___Introductory, definitional, illustrative,


summary paragraphs/sections used as
necessary

________________________________
________________________________
________________________________

___Topic sentences of paragraphs clearly


identifiable or easily inferred

________________________________
________________________________

___Each chapter/section/unit contains a


well-written summary and/or review

________________________________
________________________________

Writing Style:
___Ideas are expressed clearly and directly

________________________________

___Word choice is appropriate

________________________________

___Tone and manner of expression are


appealing to intended readers

________________________________
________________________________

___Mechanics are correct

________________________________

Learning Aids:
___Questions/tasks appropriate to conceptual
development of intended age/grade level(s)

________________________________
________________________________

___Questions/tasks span levels of reasoning:


literal, interpretive, critical, values clarification,
problem-solving

________________________________
________________________________
________________________________

___Questions/tasks can be used as reading guides

________________________________

___Suitable supplementary readings suggested

________________________________

___Clear, convenient to use

________________________________

___Helpful ideas for conceptual development

________________________________

+ Excellent (Evident Throughout)


Average (Evident Somewhat)
- Poor (Not Evident)

Comments
___Alternative instructional suggestions given
for poor readers, slow-learning students,
advanced students

________________________________
________________________________
________________________________

___Contains objectives, management plans,


evaluation guidelines, tests of satisfactory quality

________________________________
________________________________

___Supplementary aids available

________________________________

Binding/Printing/Format/Illustration:
___Size of book is appropriate

________________________________

___Cover, binding, and paper are appropriate

________________________________

___Typeface is appropriate

________________________________

___Format is appropriate

________________________________

___Pictures, charts, graphs are appealing

________________________________

___Illustrations aid comprehension of text

________________________________

___Illustrations are free from sexual, social,


cultural bias

________________________________
________________________________

Summary:
___+ ___ ___- Totals
The strengths are:

________________________________
________________________________

The weaknesses are:

________________________________
________________________________

As a teacher, I will need to:

________________________________
________________________________

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