Textbook Evaluation Tool*

Language Arts
Reviewer's Name:____________________________________
School:______________________
Part 1: General Information
Title: Copyright date:
Author(s): Cost (student edition):
Publisher(s): Subject/Grade level:
Part 2: Organization/Format
3 2 1 0
Overall
Organizational feature fully mostly partially little or no
rating
evident evident evident evidence
Textbook provides a useful table of
contents, glossary & index
Layout is consistent and chapters are
arranged logically
Chapters contain clear and
comprehensive introductions and
summaries to address the diverse
needs of student learners
Textbook contains references,
bibliography and resources
Information is accurate & current
Reading level is appropriate for
age/grade
Size and format of print is
appropriate
Format is visually appealing &
interesting
Other (please specify)
Total:

Part 3: Content
3 2 1 0
Overall
Content criteria fully mostly partially little or no
rating
evident evident evident evidence
Real-life applications are given
Information and directions are clearly
written and explained
Activities are developmentally
appropriate
Non text content (graphs, pictures,
etc.) are accurate and well integrated
into the text
Lessons/activities extend learning and
provide for an interdisciplinary and/or
thematic approach
Activities apply to a diversity of
student abilities, interests and learning
styles
Activities include guiding questions
which build on prior knowledge,
asking students to make predictions,
and encouraging the development of
higher-level thinking skills
Pictures/visual representations depict
high quality artwork
Reading program provides an
integrated and balanced approach to
language arts instruction, including the
components of reading, writing,
speaking, listening and viewing
Reading program includes references
to literature and is based on scientific
reading research and effective
practices to improve student learning
Stories/expository text reflect a variety
of genres and literary types
Literacy program provides authentic
and performance-based activities, as
well as on-going assessments to gauge
student progress
Total:
Notes:

Part 4: Teacher's Edition/Supplementary Materials

3 2 1 0
Overall
Criteria fully mostly partially little or no
rating
evident evident evident evidence
Textbook provides a separate
Teacher's edition with resource
package
Teacher's edition is comprehensive,
organized and easy to use
References to specific standards and
skills addressed in each activity are
provided
Supplementary materials listed below
are well organized, of high quality,
and are useful in enhancing
instruction (rate all that apply:)
Transparencies
Manipulatives
Prepared Kits
Parent letters
Student practice/workbook
Assessment materials
Videos
Software (CD-Roms, DVDs,
Laserdiscs, etc.)
Distance learning support
Little books/Big books/trade books
Other:
Total:
Notes:

Part 5: Inclusion/Equity/Diversity Issues

3 2 1 0
Overall
Criteria fully mostly partially little or no
rating
evident evident evident evidence
Women and minorities are featured in
important roles
Subject matter covers a spectrum of
accomplishments and contributions by
all sexes, races and physical
conditions
All groups are presented in broad
scope
Pronouns and descriptors of both
sexes are used equally
Nouns, adjectives, terms and
illustrations are non-stereotypical and
non-prejudicial
Children of both sexes and various
cultures and physical conditions will
use the materials without feeling
excluded, estranged or diminished
Stories, articles, references and
timelines feature events throughout
various parts of the world
Other (please specify)
Total:
Notes:

Part 6: Alignment with District Curriculum

3 2 1 0
Overall
Criteria fully mostly partially little or no
rating
evident evident evident evidence
Textbook content aligns to district . . . . .
curriculum, school goals and
objectives
Please specify:
 Cross-content workplace readiness
standards are specifically addressed
or embedded in language activities:

Total:

Notes:

Part 7: State standards, skills and assessments

Below is a matrix of content and language arts skills assessed in the Language Arts
Literacy component of the Department of Education and state standards. Under each
skill, there is space for you to cite or document activities from the text that align with
each item.
For Generating Text
Working with Text Speaking Writing Viewing
(3.1) (3.3) (3.5)
(development of a central
idea; development of
supporting details;
elaboration;
organization of ideas)

Analyzing/Critiquing
Text
(response to questions; use
of varied sentence
structure/word choice;
development of
conclusions; forming of
opinions;
use of conventions of
print, speech & visual
media; consideration of
audience)

Extending
Understanding of Text
(problem solving; decision
making; creation of
original work)

For Generated Text

Working with Text Listening Reading Viewing
(3.2) (3.4) (3.5)
(recognition of a central
idea; recognition of
supporting details;
extrapolation of
information;
paraphrasing/retelling;
recognition of text
organization; recognition
of a purpose for reading,
listening or viewing)

Analyzing/Critiquing
Text
(questioning; prediction of
tentative meanings;
forming of opinions;
drawing of conclusions;
interpretation of
conventions of text,
speech or visual media)

Extending
Understanding of Text
(problem solving; decision
making; creation of
original work)

*The following resources were instrumental in the development of this tool:

Textbook Evaluation Form - Matanuska-Susitna Borough School District, Alaska
Some Points to Ponder in Textbook Evaluation - Rohrbach Library, Kutztown University, Kutztown, PA
Directory of Test Specifications and Sample Items for the Elementary School Proficiency Assessment (ESPA),
Grade Eight Proficiency Assessment (GEPA), and the High School Proficiency Assessment (HSPA); Copyright
February1998; NJDOE Please e-mail your suggestions and contributions for modifications to:
NJPEP@doe.state.nj.us