EDUC656 LIBERTY Math Minutes By Alaska Hults Hey, I need help. I am getting my masters in elementary education. I have attached the instructions, the template to be used, and 3 examples for math, science, and history. The books MUST be chapter books and connected. EDUC 656
MULTITEXTS EVALUATION
Teachers are actively involved in selecting materials to be used in instruction. Research supports
the use of literary and informational texts in the content classroom to enhance learning and
provide student engagement in the subject. For this assignment, you will learn how to evaluate
multitexts for classroom adoption in grade levels 4–12.
Imagine that you have a new class this year or have just been hired as a new teacher. You need to
evaluate reading materials for the class. Choose three books that you think would be appropriate
to teach in your area of content licensure for grades 4 – 12. The texts must be connected to each
other and to your overall content area. Books must be chapter books (no textbooks), no picture
books are permitted (minimal illustrations may be present), and literary and/or informational
texts. (See the information in Chapter 6 of the course textbook).
**EXCEPTION: If your licensure area is in Middle School/Secondary Reading/ELA you
MUST choose another content area as an interdisciplinary study unit for this assignment. Be
sure to pull in standards from a similar unit of study, or link a text/book study that you would
normally complete to an area outside of ELA.
Complete the template/chart evaluating the genre, quantitative and qualitative measures of text
complexity, and how you will match the reader with the text. This will demonstrate your
understanding of the impact of text upon reading comprehension (e.g., genre, readability,
coherence, text structure, and text complexity). This will also help identify cognitive targets
(e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in
the construction of meaning of literary and informational texts.
There are four considerations that must be made in your evaluation of each text: qualitative
measures, quantitative measures, reader-task considerations, and teacher recommendations. You
will complete the four required sections of the provided template for each of the three selected
texts to create a SINGLE word document for submission in Blackboard.
Section 1. Qualitative Measures
After reading the three texts you have selected, you will evaluate the qualitative measures
of the selected texts using the text complexity template. In this section you will evaluate
the three books (literary and/or informational) on the qualitative measures of the text
including the language of the book, structure, purpose of the text, and knowledge
demands.
Section 2. Quantitative Measures
Using the three different formulas below, determine the readability level (quantitative
considerations) for each of the texts that you have selected. Specific instructions for how
to complete these calculations can be found in the index of your text as well as using the
online links found in the course.
▪
▪
▪
The Fry Readability Graph.
The SMOG Formula.
The Flesch-Kincaid Grade Level Formula.
Page 1 of 2
EDUC 656
Once you have completed the calculations, you will add the information in a narrative
form on the rubric, including the levels you discovered, based on the three formulas.
Section 3. Reader-Task Considerations
In addition to the overall qualitative nature of the book, consider qualitative options a
teacher may need to think about in relation to the specific readers being asked to
complete this task. There are several considerations that may need to be made
considering the depth of prior knowledge, content/theme concerns based on age level, or
reading skills that a student may have. Be specific for each of the qualitative
considerations listed in the template, giving details and suggestions.
Section 4. Recommended Placement
Write a short paragraph giving your overall recommendation of the appropriate/use
placement of this text. This is your overall evaluation of the text and should include
specifics that a teacher may need to know when making a decision for use in the
classroom. This may include suggestions that combine all of the factors given above.
Be sure that you have included your references in current APA format for each of the books at
the end of your completed template.
This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 2.
Page 2 of 2
EDUC 656
MULTITEXTS EVALUATION
Teachers are actively involved in selecting materials to be used in instruction. Research supports
the use of literary and informational texts in the content classroom to enhance learning and
provide student engagement in the subject. For this assignment, you will learn how to evaluate
multitexts for classroom adoption in grade levels 4–12.
Imagine that you have a new class this year or have just been hired as a new teacher. You need to
evaluate reading materials for the class. Choose three books that you think would be appropriate
to teach in your area of content licensure for grades 4 – 12. The texts must be connected to each
other and to your overall content area. Books must be chapter books (no textbooks), no picture
books are permitted (minimal illustrations may be present), and literary and/or informational
texts. (See the information in Chapter 6 of the course textbook).
**EXCEPTION: If your licensure area is in Middle School/Secondary Reading/ELA you
MUST choose another content area as an interdisciplinary study unit for this assignment. Be
sure to pull in standards from a similar unit of study, or link a text/book study that you would
normally complete to an area outside of ELA.
Complete the template/chart evaluating the genre, quantitative and qualitative measures of text
complexity, and how you will match the reader with the text. This will demonstrate your
understanding of the impact of text upon reading comprehension (e.g., genre, readability,
coherence, text structure, and text complexity). This will also help identify cognitive targets
(e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in
the construction of meaning of literary and informational texts.
There are four considerations that must be made in your evaluation of each text: qualitative
measures, quantitative measures, reader-task considerations, and teacher recommendations. You
will complete the four required sections of the provided template for each of the three selected
texts to create a SINGLE word document for submission in Blackboard.
Section 1. Qualitative Measures
After reading the three texts you have selected, you will evaluate the qualitative measures
of the selected texts using the text complexity template. In this section you will evaluate
the three books (literary and/or informational) on the qualitative measures of the text
including the language of the book, structure, purpose of the text, and knowledge
demands.
Section 2. Quantitative Measures
Using the three different formulas below, determine the readability level (quantitative
considerations) for each of the texts that you have selected. Specific instructions for how
to complete these calculations can be found in the index of your text as well as using the
online links found in the course.
▪
▪
▪
The Fry Readability Graph.
The SMOG Formula.
The Flesch-Kincaid Grade Level Formula.
Page 1 of 2
EDUC 656
Once you have completed the calculations, you will add the information in a narrative
form on the rubric, including the levels you discovered, based on the three formulas.
Section 3. Reader-Task Considerations
In addition to the overall qualitative nature of the book, consider qualitative options a
teacher may need to think about in relation to the specific readers being asked to
complete this task. There are several considerations that may need to be made
considering the depth of prior knowledge, content/theme concerns based on age level, or
reading skills that a student may have. Be specific for each of the qualitative
considerations listed in the template, giving details and suggestions.
Section 4. Recommended Placement
Write a short paragraph giving your overall recommendation of the appropriate/use
placement of this text. This is your overall evaluation of the text and should include
specifics that a teacher may need to know when making a decision for use in the
classroom. This may include suggestions that combine all of the factors given above.
Be sure that you have included your references in current APA format for each of the books at
the end of your completed template.
This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 2.
Page 2 of 2
(Add title page information here).
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Title and Author:
Levels of Meaning/Purpose:
Genre & Structure:
Language Conventionality and Clarity:
Content and/or Theme Concerns:
Knowledge Demands:
Readability Formula Level:
• The Fry Readability:
• The SMOG Formula:
• The Flesch-Kincaid Grade Level Formula:
Cognitive Capabilities:
Reading Skills:
Motivation and Engagement with Task and Text:
Prior Knowledge and Experience:
Complexity of Associated Tasks:
Running head: MULTI-TEXTS EVALUATION
Multi-Texts Evaluation
Liberty University
1
MULTI-TEXTS EVALUATION
2
Title and Author: George Washington Carver: An Innovative Life, by Elizabeth MacLeod
Levels of Meaning/Purpose: This book portrays real-life excitement for scientific discovery and quest for knowledge
and understanding of the function, growth, and reproduction of plants. Respect for history of scientific discovery and
African-American contributions is gained through this reading.
Genre & Structure: The genre of this work is non-fiction, biography, and informational. The structure of the book
begins at birth and proceeds through the major accomplishments and lasting contributions made by George Washington
Carver. Along with the narrative, each section contains personal pictures with captions.
Language Conventionality and Clarity: The language is informative, educational, and narrative.
Content and/or Theme Concerns: The comprehensiveness of the biography may distract from the focus on science,
however this will also give a true picture of a life-time impact of science discovery. Guided discussion will be
important to keep focus on science as to not be overtaken by the heaviness of segregation and racism.
Knowledge Demands: Prior knowledge or cross-curricular teaching of geography and civil rights history will be
important in understanding biographical information. Higher vocabulary words and timeline usage will be instrumental
in understanding. Critical thinking skills, analysis, and self-application will be utilized.
Readability Formula Level:
• The Fry Readability identifies this title as being at the 7th grade-level.
• The SMOG Formula identifies this title as being at the 11th grade-level.
• The Flesch-Kincaid Grade Level Formula identifies this title as being at the 8.6 grade-level.
Cognitive Capabilities: The students are 4th graders with a range of below average to above average ability.
Reading Skills: Although the students are at a level below the required reading level for this text, this book can be
utilized as a read-aloud with teacher explanation and paraphrasing.
Motivation and Engagement with Task and Text: This biography spurs inspiration and motivation to study plants as
it reveals life application of the knowledge obtained in the science content matter.
Prior Knowledge and Experience: Children who actively explore the outdoors in their home-life will be able to relate
to George Washington Carver’s initial interest in plants. Prior knowledge of African-American history obtained in
history content area will aid in understanding.
Complexity of Associated Tasks: The life works represented in the biography as related to investigating and
understanding plant anatomy and life processes correlate directly with the Unit planning. George Washington Carver’s
plant-related scientific activities are the exact tasks that the students will be learning and performing in this Unit.
George Washington Carver: An Innovative Life is highly applicable and beneficial to the 4th grade Science student who
is learning about plant anatomy and life processes. Quantitative measures place the text well above 4 th grade readability.
Determination is for this text to be utilized as a read-aloud and free-time exploration. With teacher explanation and
paraphrasing, the students can learn and be challenged. The text will aid in piquing the interest of students and inspiring
them to study plants with excitement. This text will also aid in applying direct instruction information to life.
MULTI-TEXTS EVALUATION
3
The Magic School Bus Plants Seeds: A Book About How Living Things Grow by Scholastic
Levels of Meaning/Purpose: On one level, this book is a creative fictional book intended to grab the student’s
attention with an outrageous exploration of plants. On another level, it appeals the senses to investigate plant anatomy
and reproduction.
Genre & Structure: The text is fictional with some basis on scientific facts. The structure of the book is a narrative
story in dialogue format that begins and ends in a classroom setting with the middle plot in an up-close look at plant
life.
Language Conventionality and Clarity: The language used is on the child level and is informative in regards to plant
facts.
Content and/or Theme Concerns: It may be necessary to assess for any confusion between make-believe and real
scientific knowledge presented in the story.
Knowledge Demands: The nature of the story demands the ability to sort fiction from fact. The text tests prior
knowledge of plant facts and reproduction.
Readability Formula Level:
• The Fry Readability identifies this title as being at the 5th grade-level.
• The SMOG Formula identifies this title as being at the 5th grade-level.
• The Flesch-Kincaid Grade Level Formula identifies this title as being at the 4.6 grade-level.
Cognitive Capabilities: This class of 4th graders range from below average to above average grade-level reading
ability.
Reading Skills: Most students will be at the reading level of this text, while a few will be below.
Motivation and Engagement with Task and Text: This text will grab the attention of the students and capture their
thinking in a fun way. The text directs the readers towards exploration of plan anatomy and reproduction and will
insight further inquiry.
Prior Knowledge and Experience: It will be beneficial for the student to have prior knowledge of pollination and
seeds; however, this text will also be useful in assessing for such prior knowledge. Students who have experience with
observation of flowers and pollen will be impacted more.
Complexity of Associated Tasks: The Science tasks for this unit are investigation and understanding of plant anatomy
and life processes which are taught to a certain degree in this story. Students will need to be skilled at reading dialogue
as they read this story.
The three readability formulas conclude an almost exact identification of readability at the 5th grade-level. This text can
be recommended as an independent-level reading during the second half of the 4th grade school year. I would
recommend for this reading to be placed at the introduction of this Science unit to be used to pique the interest of the
students.
MULTI-TEXTS EVALUATION
4
Plant Life by Peter Riley
Levels of Meaning/Purpose: The purpose of this text is instructional and to convey information about plant life.
Genre & Structure: The genre of this title is non-fictional and informational. The book includes a table of contents
and a glossary of new vocabulary words.
Language Conventionality and Clarity: Simple language and short sentences yield clarity and ease of understanding.
Content and/or Theme Concerns: The abundant amount of information may result in overload or intimidation. It is
recommended to incorporate this book in segments during direct instruction of each objective.
Knowledge Demands: The reader needs to be familiar with the use of titles and subtitles throughout. The book
requires the ability to reading strictly informational text and process multiple facts per page.
Readability Formula Level:
• The Fry Readability identifies this title as being at the high end of the 3rd grade-level.
• The SMOG Formula identifies this title as being at the 5th grade-level.
• The Flesch-Kincaid Grade Level Formula identifies this title as being at the 6.3 grade-level.
Cognitive Capabilities: This class of 4th graders range from a below average to above average reading ability.
Reading Skills: The level of readability is high for independent reading, but within the range for read-aloud. Students
at a lower reading ability will benefit from a corresponding audio book.
Motivation and Engagement with Task and Text: This text will be a good supplement to instruction in plant
anatomy, reproduction, and photosynthesis. In-text diagrams and pictures will provide deeper engagement and
understanding.
Prior Knowledge and Experience: Students must be familiar with the structure of informational text to include titles,
subtitles, table of contents, diagrams, and glossary in order to maximize comprehension.
Complexity of Associated Tasks: The content teacher must provide instruction in preview of the text, identification of
new vocabulary words, and use of the table of contents and glossary. Portions of the text may supplement each
objective in the unit planning.
Plant Life is an excellent informational book to supplement 4th grade Science investigation and understanding of plant
anatomy and life processes. Quantitative measures identify this title as being above the 4th grade-level for independentlevel reading, but below grade-level for read-aloud. It is determined that this title will be a vital asset to instruction as a
read-aloud as well as for independent or group exploration in work centers. Teacher explanation and paraphrasing will
be required for maximum comprehension.
MULTI-TEXTS EVALUATION
5
References
MacLeod, E. (2007). George Washington Carver: An Innovative Life. Tonawanda, NY: Kids Can Press Ltd.
Riley, P. (1999). Plant Life. New York, NY: Franklin Watts.
Scholastic (1995). The Magic School Bus Plants Seeds: A Book About How Living Things Grow. New York, NY:
Scholastic Inc.
An Analysis of Civil War Texts
Liberty University
Title and Author: Soldier’s Heart by Gary Paulsen
Levels of Meaning/Purpose: The purpose of this novel is to tell the story of a man who signs up for the
volunteer regime of the military during the Civil War. He is on the Union side. The story also explores the
thoughts and feelings of the main character, Charley Goddard, as he witnesses death and destruction from the
battlefield. The reader
Genre & Structure: The genre of the novel is historical fiction because the events represent different battles
of the Civil War. The text is structured so the reader can follow the timeline of events that Charley Goddard
takes. Although there are sentences that involve others communicating with the main character, most of the
book details the account of Charley going through the process of serving in the military…
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