A
38
B C2. Learning outcomes and/or objectives are articulated for each unit and/or lesson. Examples of what to look for: Learning outcomes/objectives in preface; Learning 20 outcomes/objectives in Unit/chapter introduction; Learning outcomes/objectives throughout chapter (e.g. before or after activities).
C
Sufficient evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
C7. Cognitive/Academic Language Proficiency Skills (CALPS) - the language ability required for academic achievement. Examples of what to look for: activities involving academic skills and strategies for listening, reading, speaking, and writing; opportunities for collaborative learning 25 and discussion about text; upper grades may include assignments for writing research papers No evidence on specific topics, conducting an experiment by reading directions from a textbook, creating outlines, identifying main concepts, creating concept map of the text; portfolios; organizing and giving presentations; project-based activities.
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Limited (1)
Satisfactory (2) Strong (3)
C3. Content is current. Examples of what to look for: Information and data are current and accurate; Sources of information are appropriately cited. C4. Content should connect to the daily lives of Uzbek students. Examples of what to look
22 for: Connections may be made to situations of daily home life, careers, community events, services, sports, leisure, or recreation, etc.
40
C5. Textbook encourages and supports students to continue learning outside of the
23 classroom. Examples of what to look for: Reading lists, related websites to let students read/listen extensively, and activities outside of school to practice the language.
41
24
C6. Content Language Integrated Learning (CLIL) - students learn a subject (e.g., science, art, history) and a second language at the same time.
No evidence
No evidence
No evidence
42
6. Pacing of Content P1. The amount of content is presented at a pace that allows students to comprehend. Examples of what to look for: The level of complexity or difficulty of content is appropriate for
51
Absent/Unusable (0)
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
Limited (1)
Satisfactory (2) Strong (3)
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
No evidence
Limited evidence, both in consistency and frequency
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
LT3. Positive values and attitudes Examples of what to look for: positive values and attitudes are cultivated towards the learning of 29 the language and towards the community of the target language; main characters project No evidence positive values; students are encouraged to have a "Can do" attitude in reviewing their lesson achievements; learning activities are interesting and motivate students to learn.
Limited evidence, both in consistency and frequency
Sufficient evidence, , both Consistent and in consistency frequent evidence and frequency
SUB-SCORE
7. Learning How does the textbook facilitate learning?
LT1. Explicit instruction/directions Examples of what to look for: clear statements of information, outcomes, directions, and 27 explanation: clear presentation and explanations of purposes, goals and expected outcomes, concepts, rules, information and terms, models, examples, questions, and feedback; directions about when and how to do activities. LT2. Guidance and support Examples of what to look for: Learning strategies; helps students learn how to learn; guidance and support (i.e. organizers, models, outlines) included at the appropriate level (scaffolding) to 28 help students safely and successfully become more independent learners and thinkers; varied learning strategies are modeled– e.g. mnemonics, concept mapping, role playing, visualizing, etc.
0 Score 0 1 2 3
No evidence
Absent/Unusable (0)
52
53
2
H
I
Consistent and frequent evidence
Limited evidence, both in consistency and frequency
available for teaching the subject. Instructional time for lower grades (1-4) is about 90 minutes per week, and for upper grades (G-5-11) is about 2.5 hours per week.
G
Consistent and frequent evidence
SUB-SCORE
26 the target level and students’ abilities, and allows for its coverage during the time periods
50
F
Limited evidence, both in consistency and frequency Limited evidence, both in consistency and frequency
39
47 48 49
E
Sufficient evidence, both in Consistent and consistency and frequent evidence frequency
21
43 44 45 46
D Limited evidence, both in consistency and frequency
0 Score 0 1 2 3
Comments/Rationale
Customization Notes
Comments/Rationale
Customization Notes
J
