OVERALL CONTENT

A

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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 outcomes/objectives in Unit/chapter introduction; Learning outcomes/objectives throughout chapter (e.g. before or after activities).

21

C3. Content is current.

Examples of what to look for: Information and data are current and accurate; Sources of information are appropriately cited. No evidence Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

22

C4. Content should connect to the daily lives of Uzbek students. Examples of what to look for: Connections may be made to situations of daily home life, careers, community events, services, sports, leisure, or recreation, etc.

23

C5. Textbook encourages and supports students to continue learning outside of the

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. C

No evidence

No evidence

No evidence

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 D E F

Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence G H

25

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 and discussion about text; upper grades may include assignments for writing research papers 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. No evidence Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

SUB-SCORE

6. Pacing of Content

0

Absent/Unusable (0) Limited (1) Satisfactory (2) Strong (3) Score

0 1 2 3

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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 the target level and students’ abilities, and allows for its coverage during the time periods 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.

SUB-SCORE

7. Learning How does the textbook facilitate learning?

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LT1. Explicit instruction/directions

Examples of what to look for: clear statements of information, outcomes, directions, and 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. No evidence Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

No evidence

Absent/Unusable (0)

Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

Limited (1) Satisfactory (2) Strong (3)

0

Score

0 1 2 3

Comments/Rationale

Comments/Rationale

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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 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. No evidence Limited evidence, both in consistency and frequency Sufficient evidence, both in consistency and frequency Consistent and frequent evidence

29

LT3. Positive values and attitudes

Examples of what to look for: positive values and attitudes are cultivated towards the learning of the language and towards the community of the target language; main characters project 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. No evidence Limited evidence, both in consistency and frequency Sufficient evidence, , both in consistency and frequency Consistent and frequent evidence I

Customization Notes

Customization Notes

J