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APPENDIX A: Textbook Checklist

BACKGROUND INFORMATION

Title All-Star 3 (ISBN 0-07-284679-8)Author Linda Lee and Kristin Sherman (with Stephen Sloan, Grace Tanaka, and Shirley Velasco)Publisher The McGraw-Hill Companies

Date 2005Design andLayout

Soft-cover student textbook, bound (not notebook/spiral), 8.5x11Four color, substantial illustrations and photos; adequate white space

Length 190 pages, plus 21 pages of introductory materialContents Scope and Sequence; Teacher Overview and Explanation; Pre-unit plus 8 Units;

Appendices (Grammar Reference Guide, Audio Script, Vocabulary List, Glossary, SkillsIndex, Authentic Materials, Map of the United States)

AdditionalResources

Also available: Student Workbook, Student Book with Audio Highlights, Teachers Editionwith Tests, Color Overhead Transparencies, Audiocassettes, Audio CDs; with new edition:Student CD-ROM, online teacher supports

Self-Description

All-Staris a four-level series featuring a big picture approach to meeting adult standards

that systematically builds language and math skills around life-skill topics.

Target Age AdultContext Community FocusTime Frame Adjustable: 70-100 hours; 100-140 hours; 140-180 hours

APPROACH TO LANGUAGE LEARNING1. Overall Approach

Primary Focus: Form/Grammar

Primary Focus: Communicative Language x

Primary Focus: Other (Specify: )

2. Areas of Instruction primary focus:Reading and Writing

Speaking and Listening

Integration of the Four Skills x3. Focus on Language Forms primarily:Inductive

Deductive x

Combination

4. Student Speech Production Activities tend to:be more controlled, form-focused

be less controlled, meaning-focused x

emphasize fluency x

emphasize accuracy

5. Primary Outcome Development ofAcademic skills

Workplace skills

Life-skills x6. Materials Authenticity

Authentic x

Semi-authentic x

Pedagogically prepared

Provision for learner input to support other students learning x

7. Activities/TasksIn the Real World

Real World Type x

Pedagogical

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8. Types of Classroom Activities UsedConsistently UsedOften UsedOccasionally UsedRarely NotUseda. Drills xb. Exercises xc. Activities Simple Task xd. More Complex, Creative Tasks xe. Projects xf.

Group/Pair Discussion xg. Strategy Development xMetalinguistic AwarenessReading and Writing Strategies

x

Metacognitive Strategies x

Cognitive Strategies x

h. Schemata activation xi. Use of visual assists/cues x

Student PerspectiveApplicable

9. Accessibilitya. Learning goals and objectives

Textbook as a whole x

Unit xLesson x

b. Grammar Resources xc. Vocabulary Resources xd. Online Supplements

10. Appropriatenessa. Cultural Awareness xb. Relation to Real-life Adult Challenges/Needs xc. Use ofLearners Prior Knowledge x

Teacher Perspective11. Syllabus Type

a. Grammaticalb. Lexicalc. Grammatical-Lexicald. Situationale. Functional-Notionalf. Procedural/Task-basedg. Thematic/Topical xh. Other (specify: )

12. Appropriate Sequencing x13. Route through Material

Specified x

User Determined

14. Flexibility/Adaptability x15. Guidance x16.

ScaffoldingWithin Whole Textbook x

Within Unit x

17. Unit ContentCycle

Matrix

Combination x

18. Link to Appropriate State/Other Standards x-Content adapted from Textbook Checklists in Grant (1987), Littlejohn (1998), Sheldon (1988), and Tucker

(1975), plus elements from Graves (2000) Chapters 7-8.