History of a 10th grade reader - Coursework Example

? An Analysis of Tenth Grade History Textbooks This report uses three different readability evaluation tools, the Fry readability graph, the SMOG formula and Flesch-Kincaid grade-level score, along with the Bader textbook analysis chart, to determine the utility of a three different world history textbooks for a ninth grade classroom. The results of these metrics were then used to pick the optimal world history textbook for the tenth grade. The first metric, the Fry readability graph, uses the length of words, measured in syllables, and the length of sentences to form a rough gauge of grade level. To use the Fry method, one takes three one hundred word samples from different section of a work (two from the beginning, one from the end) and counts the number of syllables and sentences (to the nearest tenth) in each segment. Once those measures have been averaged, they are plotted on a readability graph to form an approximate grade level. The second metric used is the SMOG readability, which, like the Fry formula, counts the number of polysyllabic (two plus syllable) words in a given number of sentences. This method uses three passages of 10 sentences in length, two from the begging and one from the end (like the Fry graph). The number of syllables of those words was counted, its square taken, then three was added to the result – this gives approximated the appropriate grade level for the textbook according to the SMOG metric. The final method used to analyze the readability of the text was the Flesch-Kincaid grade-level score, used through a utility in Microsoft office. After copying out three passages from the text into word (as in all other cases, two from the beginning and one from the end), which has a utility that runs the formula and produces an appropriate grade level for the input text. The final method of analysis, the textbook analysis chart from Bader, does not comment directly on the readability of the work, but uses many other metrics such as language choice, binding, size, supplemental materials etc. to help a teacher determine whether the text is appropriate and fits their needs, and what they should do to help augment the text’s weak areas and fortify it’s strong ones. The analysis charts for these three texts are provided as figures 1-3 at the end of this report. World History: Patterns of Interaction Patterns of Interaction (figure 1) was evaluated using all of the above methods. With an average of 154 syllables/100 words and 7.5 words/100 words, the Fry readability graph gave this work a ninth grade reading level. The SMOG formula produced a grade level of 11 through, while the Flesch-Kincaid grade level formula was 23+30+22=75. The square root of 75 is approximately 8, which added to 3 produces 11. The Flesch-Kincaid gave a grade level of 9. Bader’s text book analysis demonstrates that this text is incredibly average, having few weaknesses but just as few great strengths, and reading through it the reading level may be too simple for tenth grade. World History (Pearson Prentice Hall) Pearson/Prentice Hall’s World History (figure 2) proved to be the most grade appropriate of all three textbooks evaluated in terms of readability. With 156 syllables/100 words, and 5.6 sentences in the same span, this work was spot on the tenth grade reading level. The Flesch-Kincaid also agreed with a tenth grade reading score, with only the SMOG formula differing, providing a grade 12 reading level, somewhat higher than the other two. With reference to the Bader analysis chart, this textbook proves to have very appealing visual form, and does a good job accommodating visual learners using webs and diagrams. One of its few failings was perhaps not spending enough time making sure all new concepts and visuals were fleshed out properly and could be understood. World History: the Human Experience The final work examined was World History: the Human Experience (figure 3). It consistently scored the highest within all three readability metrics; with an average of 149 syllables and 4.4 sentences/100 words, it scored a 12 on the Fry Readability graph, with the SMOG formula producing an 11 (the square root of [30+29+27]= 9.3; 9.3+3 approximately equals 11), and the Flesch-Kincaid scoring an 11 as well. With reference to the Bader analysis chart, this book’s greatest strengths were student engagement – unlike the other two books it does an excellent job providing questions and activities which force students to think about events in world history in a wide variety of ways, sharpening all of their analytical tools, as well as providing definitions, webs and diagrams for different kinds of readers. Its major weakness was appealing visually, which it did not accomplish very well. Conclusion The best textbook for a tenth grade history classroom was World History: the Human Experience. While it proved slightly harder to read than the other two works, it mitigated this hugely by making all of the vocabulary accessible in a wide variety of places (including beginnings of chapters and in text) as well as writing skills. More importantly, each section has a wide variety of questions and activities that require students to engage with the text and the history, something woefully lacking in the other two works. Figure 1 Book Title World History: Patterns of Interaction Publisher Houghton Miffin Harcourt Grade Level 10 +   ? ? - Content Area World History Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident LINGUISTIC FACTORS: Comments   x   Generally appropriate to intended Scored around 9 on all metrics grade level(s) according to _________ so might be too simple formula       x   Linguistic patterns suitable to most Good word choice especially. populations and fit intended level(s)       x   Vocabulary choice and control suitable     +     New vocabulary highlighted, italicized,   in boldface, or underlined     +     New vocabulary defined in context       x   New vocabulary defined in margin Has glossary but definitions are guides, glossary, beginning or end not anywhere else. of chapter +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident CONCEPTUAL FACTORS:     x   Conceptual level generally appropriate Starts at the very beginning, to intended grade level(s) giving basic understanding of history     - Concepts presented deductively       x   Concepts presented inductively uses examples to show concepts +     Major ideas are highlighted, italicized, Nearly always italicized in boldface type, or underlined       x   Appropriate assumptions made assumes very little prior history regarding prior level of concepts         - Sufficient development of new very little redundancy concepts through examples,   illustrations, analogies, redundancy           No evidence of sexual, racial,   economic, cultural, or political bias +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident ORGANIZATIONAL FACTORS:   x   Units, chapters, table of contents,   index present clear, logical   development of subject       x   Chapters of instructional segments   contain headings and subheadings   that aid comprehension of subject       x   Introductory, definitional, illustrative,   summary paragraphs/sections   used as necessary       x   Topic sentences of paragraphs clearly   identifiable or easily inferred         - Each chapter/section/unit contains a   well-written summary and/or review +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident WRITING STYLE: +     Ideas are expressed clearly and directly Very clear diction   +     Word choice is appropriate     +     Tone and manner of expression are   appealing to intended readers       x   Mechanics are correct   +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident LEARNING AIDS:     x   Questions/tasks appropriate to   conceptual development of intended   age/grade level(s)         - Questions/tasks span levels of reasoning: Very little invitation for student literal, interpretive, critical, values learning clarification, problem-solving       x   Questions/tasks can be used as reading Could be guides         - Suitable supplementary readings Not enough reference to suggested other materials     x   Clear, convenient to use       x   Helpful ideas for conceptual Teaches fundamentals of history development well       - Alternative instructional suggestions None supplied given for poor readers, slow learning   students, advanced students     +     Contains objectives, management   plans, evaluation guidelines, tests of   satisfactory quality       x   Supplementary aids available +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident BINDING/PRINTING/FORMAT/ILLUSTRATION:         - Size of book is appropriate Very, very heavy book     x   Cover, binding, and paper are   appropriate       x   Typeface is appropriate       x   Format is appropriate     +     Pictures, charts, graphs are appealing     +     Illustrations aid comprehension of text Often excellent choice of illust- rations   x   Illustrations are free from sexual, social,   cultural bias   +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident SUMMARY: 9 21 7 Totals The strengths are: Readability, good information in survey, teaches the fundamentals of history well. The weaknesses are: Deals with western bias, but not superbly, and lacks depth on many topics. Might be too simple for a grade 10 audience, especially if they have previous HS history As a teacher, I will need to: Fill in detail, and elaborate specifics instances in history. Figure 2 Book Title World History Publisher Pearson Prentice Hall Grade Level 10 +   ? ? - Content Area World History Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident LINGUISTIC FACTORS: Comments +     Generally appropriate to intended   grade level(s) according to _________ All of the measures were spot formula on grade 10 except for SMOG   +     Linguistic patterns suitable to most   populations and fit intended level(s)     +     Vocabulary choice and control suitable       x   New vocabulary highlighted, italicized,   in boldface, or underlined       x   New vocabulary defined in context         - New vocabulary defined in margin Lacks a glossary guides, glossary, beginning or end   of chapter +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident CONCEPTUAL FACTORS:     x   Conceptual level generally appropriate   to intended grade level(s)     +     Concepts presented deductively     +     Concepts presented inductively       x   Major ideas are highlighted, italicized,   in boldface type, or underlined       x   Appropriate assumptions made   regarding prior level of concepts     +     Sufficient development of new Does a great job using webs, concepts through examples, diagrams and so on illustrations, analogies, redundancy       x   No evidence of sexual, racial,   economic, cultural, or political bias +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident ORGANIZATIONAL FACTORS: +     Units, chapters, table of contents,   index present clear, logical   development of subject     +     Chapters of instructional segments Very clear and topical - contain headings and subheadings "Ancient Rome and the Rise that aid comprehension of subject of Christianity" rather than just "Ancient Rome" or something   x   Introductory, definitional, illustrative,   summary paragraphs/sections   used as necessary       x   Topic sentences of paragraphs clearly   identifiable or easily inferred     +     Each chapter/section/unit contains a Bullet points are clear and appropriate well-written summary and/or review +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident WRITING STYLE:   x   Ideas are expressed clearly and directly       x   Word choice is appropriate     +     Tone and manner of expression are   appealing to intended readers       x   Mechanics are correct   +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident LEARNING AIDS:       - Questions/tasks appropriate to Doesn't always ask students conceptual development of intended to engage critically age/grade level(s)       x   Questions/tasks span levels of reasoning:   literal, interpretive, critical, values   clarification, problem-solving     +     Questions/tasks can be used as reading   guides       x   Suitable supplementary readings   suggested     +     Clear, convenient to use     +     Helpful ideas for conceptual Shows interrelation between development topics very well       - Alternative instructional suggestions Not provided nearly well enough given for poor readers, slow learning   students, advanced students       x   Contains objectives, management   plans, evaluation guidelines, tests of   satisfactory quality     +     Supplementary aids available Publisher has a wide suite of them +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident BINDING/PRINTING/FORMAT/ILLUSTRATION:       x   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       x   Illustrations are free from sexual, social,   cultural bias   +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident SUMMARY: 18 16 3 Totals The strengths are: Well organized, appropriate grade level readability The weaknesses are: Activities which require the student to critically engage are somewhat lacking As a teacher, I will need to: Provide supplemental activities to augment the text Figure 3 Book Title World History The Human Experience Publisher Houghton Miffin Harcourt Grade Level 10 +   ? ? - Content Area World History Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident LINGUISTIC FACTORS: Comments     - Generally appropriate to intended Scored high on all three tests grade level(s) according to _________   formula     +     Linguistic patterns suitable to most Clear and readable populations and fit intended level(s)       x   Vocabulary choice and control suitable     +     New vocabulary highlighted, italicized, Very good throughout in boldface, or underlined     +     New vocabulary defined in context       x   New vocabulary defined in margin   guides, glossary, beginning or end   of chapter +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident CONCEPTUAL FACTORS:     x   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 More advanced than other two concepts through examples, books analyzed illustrations, analogies, redundancy       x   No evidence of sexual, racial,   economic, cultural, or political bias +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident ORGANIZATIONAL FACTORS: +     Units, chapters, table of contents, Very good organization 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       x   Each chapter/section/unit contains a   well-written summary and/or review +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident WRITING STYLE:   x   Ideas are expressed clearly and directly       x   Word choice is appropriate       x   Tone and manner of expression are   appealing to intended readers     +     Mechanics are correct   +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident LEARNING AIDS:   +     Questions/tasks appropriate to Excellent questions conceptual development of intended   age/grade level(s)     +     Questions/tasks span levels of reasoning: Questions draw specifically literal, interpretive, critical, values on different skill sets and teach clarification, problem-solving students how to develop them   +     Questions/tasks can be used as reading   guides       x   Suitable supplementary readings   suggested     +     Clear, convenient to use       x   Helpful ideas for conceptual   development         - Alternative instructional suggestions   given for poor readers, slow learning   students, advanced students       x   Contains objectives, management   plans, evaluation guidelines, tests of   satisfactory quality       x   Supplementary aids available +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident BINDING/PRINTING/FORMAT/ILLUSTRATION:     +     Size of book is appropriate     +     Cover, binding, and paper are   appropriate       x   Typeface is appropriate       x   Format is appropriate         - Pictures, charts, graphs are appealing         - Illustrations aid comprehension of text       x   Illustrations are free from sexual, social,   cultural bias   +   ? ? - Excellent Average Poor Evident Somewhat Not Throughout   Evident   Evident SUMMARY: 18 15 4 Totals The strengths are: Well organized, clear, thorough, and engages students better than other texts through questions/assignments The weaknesses are: Advanced reading levels and less ability to teach students who are a bit slower than grade level. As a teacher, I will need to: Make sure to pace myself and be very proactive in developing students' reading abilities. Works Cited Ellis, Elisabeth Gaynor., Anthony Esler, and Burton F. Beers. World History Connections to Today. Upper Saddle River, NJ: Prentice Hall, 2003. Farah, Mounir, and Andrea Berens. Karls. World History. the Human Experience. New York, NY: Glencoe/McGraw-Hill, 2001. Garcia, Nick. World History Patterns of Interaction. Houghton Mifflin School, 2006. Richardson, J.S., Morgan, R.F., & Fleener, C.E. (2009). Reading to learn in the content areas (7thed.). Belmont: Wadsworth Cengage Learning Read More