Textbook Evaluation

Figure 3.6 Textbook Evaluation Summary Text: English Expressways Textbook for 4th Year Authors: Virginia Bermudez, Ed.D., Josephine M. Cruz, Ph.D., Eugenia Gorgon, Ed.D., Remedios Nery and Milagros San Jun, Ph.D. Publisher: SD PUBLICATIONS, INC. Date of Publication: 2012 Final Evaluation: The book evaluation using various tools resulted in a conclusion that the book seems is suitable for the grade level it caters. However, some areas still need to look into for improvement, especially in the aspect regarding concept maps that would support the lesson presented because the text looks so boring if the students will just always see the text and no illustrations . Yes the fact is there that it is an English textbook, however, it should also include something that would allure and capture the interest of the readers. Hence, most of the results pointed out that the book serves its purpose pretty well. Readability Scores SMOG Formula: 10TH Grade Fry Readability Graph: 8th Grade Suitability (High, Medium, Low) Topics correspond to Curriculum: High Information in text is rich, full, and accurate: Medium Contribution of ethnic, cultural, gender, and other groups to discipline are included High and treated honestly: Nonsexist and nonstereotypal language and assumptions are used throughout: High Results from other sources: Readability Checklist: 3.46 GOOD The textbook surely has an advantage on its organizational aspect. It has a clear pattern that enables students or readers to easily grasp the context and the flow of the lessons and they won’t be a total lost when they proceed to the next chapter after the first one since again, the book is organized in an excellent way. The book parts are also there that would better introduce the book's purpose and other information. There’s a chapter introduction per chapter and a unit summary after each. Also, the presence of the book parts made the book more friendly to the readers since they will be guided where to look for a certain chapter and even to the other readings. Friendly Text Evaluation: 59 FRIENDLY The result finds the textbook a friendly one. It is well organized. Words are chosen accordingly and are suitable for the target readers. (Further explanation, see friendly text evaluation result and analysis) Cloze Testing: 3 Students in INSTRUCTIONAL Reading Level Garnering the most of the number of students under the Instructional Reading level shows that the students need the assistance and guidance of the teacher in reading the text. Thus, it also indicates the crucial role of teacher for this level of readers. GRI: 3 Students in INDEPENDENT Reading Level The text presented that students are not having a hard time reading and comprehending the text. Since it also includes questions on book parts, it does also mean that the students were able to properly use the book. Moreover, students easily grasp the intend meaning of it. However, the negativity that it explains it that the text is too easy that is why 3 out of 5 got on its place. Results of the Carter G. Woodson Book Award Checklist: 1.18 ACCEPTABLE However, the rate justifies the notion that the book is not totally “perfect” thus, it still have space and areas for improvements. It can still develop its effectivity on the Woodon Nomination Checklist and be able to get that “SUPERIOR” rating if things will continually be improved and to always provide an area for adapting the updated versions of information. Rank: ACCEPTABLE Reviewer: Rocel Mae Roca and Arly Mae Micayabas Date: September 30, 2014 Figure 3.2 Fry and SMOG Readability Graph Worksheets Worksheet: Fry Readability Graph Number of Sentences Number of Syllables Passage 1 (p. 29) 5 121 Passage 2 (p.130) 6 137 Passage 3 (p.135 ) 8 135 Total 19 393 Avg. (/3) 6.33 131 Grade Level Range 8th Figure 3.1 Graph for Estimating Readability-Extended By Edward Fry, Rutgers University Reading Center, New Brunswick, NJ 08904 Worksheet: SMOG Readability Formula Number of Polysyllabic Words Passage 1 (p. 21) 9 Passage 2 (p. 175) 33 Passage 3 (p. 267) 15 Total 57 Nearest Square Root (49)=7 +3 7+3=10 Grade Level Range 10th Analysis of FRY Readability Graph The result shows that the textbook, English Expressways for Fourth Year, levels accordingly for 8th graders. Perhaps the reasons would be on the structure of the sentences and the level of vocabulary of the selections chosen for the book. As we have noticed, the sentences are constructed in a more likely complex form and yet the vocabulary level is kind of too simple for the supposedly intended year level which is fourth year or Grade 10. Thus, for it to be more suitable to the target grade, the choice of words should be given a run through and check so that it would hit its focal point. Analysis of SMOG Readability After looking into the polysyllabic words of the 30 sentences from the passages selected, it shows that the textbook fits for the 10th grader students or readers which is exactly the intended users of the book. Since it fits accordingly to its target it is perhaps on the suitability of the selections on it and thus it provides an avenue wherein students could actually practice their critical thinking skills and other skills that surely the book provided for the students to develop and enhance in continuation for what they have learned in their previous grade. Figure 3.3 Readability Checklist From Irwin and Davis, 1980 (pp. 129-130) This checklist is designed to help you evaluate the readability of your classroom texts. It can best be used if you rate your text while you are thinking of a specific class. Be sure to compare the textbook to a fictional ideal rather than to another text. Your goal is to find out what aspects of the text are not less than ideal. Finally, consider supplementary workbook as part of the textbook and rate them together. Have fun! Rate the questions below using the following rating system: 5
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Excellent 4
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Good 3
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Adequate 2
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Poor 1
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Unacceptable N/A
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Not
Applicable Further comments may be written in the space provided. Textbook Title: It captures the purpose, but sounds cliche Publisher: I don’t have any issues with the publisher. Copyright date: It should be updated at this moment. Understandability A. __3__ Are the assumptions about students’ vocabulary knowledge appropriate? B. __3__ Are the assumptions about students’ prior knowledge of this content area appropriate? C. __3__ Are the assumptions about students’ general experiential backgrounds appropriate? D. __2__ Does the teacher’s manual provide the teacher with ways to develop and review the students’ conceptual and experimental backgrounds? E. __4__ Are new concepts explicitly linked to the students prior knowledge or to their experiential backgrounds? F. __4__ Does the text introduce abstract concepts by accompanying them with many concrete examples? G. __4__Does the text introduce new concepts one at a time with a sufficient number of examples for each one? H. __3__ Are definitions understandable and at a lower level of abstraction than the concept being defined? I. __4__ Is the level of sentence complexity appropriate for the students? J. __3__ Are the main ideas of paragraphs, chapters, and subsections clearly stated? K. __4__Does the text avoids irrelevant details? L. __4__ Does the text explicitly state important complex relationships (e.g., causality, conditionality, etc.) rather than always expecting the reader to infer them from the context? M. __2__ Does the teacher’s manual provide lists of accessible resources containing alternative readings for very poor or very advanced readers? Learnability Organization A. __4__ Is an introduction provided for in each chapter? B. __5__ Is there a clear and simple organizational pattern relating the chapters to each other? C. __4__Does each chapter have a clear, explicit, and simple organizational structure? D.__5__ Does the text include resources such as an index, glossary, and table of contents? E. __5__ Do questions and activities draw attention to the organizational pattern of the material? (e.g., chronological, cause and effect, spatial, topical, etc.)? F.__5__ Do consumable materials interrelate well with the textbook? Reinforcement A. __3__ Does the text provide opportunities for students to practice using new concepts? B. __3__ Are there summaries at appropriate intervals in the text? C. __2__ Does the text provide adequate iconic aids such as maps, graphs, illustrations, etc., to reinforce concepts? D. __3__ Are there adequate suggestions for usable supplementary activities? E. __2__ Do these activities provide for a broad range of ability levels? F. __2__ Are there literal recall questions provided for the students’ self-review? G. __4__ Do some of the questions encourage the students to draw inferences? H. __3__ Are there discussion questions which encourage creative thinking? I. __4__ Are questions clearly worded? Motivation A. __2__ Does the teacher’s manual provide introductory activities that will capture students’ interest? B. __4__Are chapter titles and subheadings concrete, meaningful, or interesting? C. __3__ Is the writing style of the text appealing to the students? D. __3__ Are the activities motivating? Will they make the student want to pursue the topic further? E. __4__Does the books clearly show how the knowledge being learned might be used by the learner in the future? F. __4__ Are the cover, format, print size, and pictures appealing to the students? G.__4__Does the text provide positive and motivating models for both sexes as well as for other racial, ethnic, and socioeconomic groups? TOTAL: 121 AVERAGE: 121/35= 3.46 GOOD R E A D A B I L I T Y A N A L Y S I S Weaknesses 1.) On which items were the book rated the lowest? A rate of 2 (poor) was given in the following areas: a.) Teachers manual providing the teacher with ways to develop and review students’ conceptual and experiential backgrounds. b.) Teachers manual providing lists of accessible resources containing alternative readings for very poor and very good readers c.) The text provides adequate iconic aids such as maps, graphs, illustrations, etc. to reinforce concepts d.) Activities provide for a broad range of ability levels e.) Literal recall questions provided for the students' self-review f.) Teachers manual providing introductory activities that will capture students' interest 2.) Did these items tend to fall in certain categories? - Yes, they fall on certain categories yet still differ such that a and b on UNDERSTANDABILITY, c, d and e on REINFORCEMENT and f on MOTIVATION 3.) Summarize the weaknesses of this text. Then again, most of the weaknesses concern more on a teachers’ manual because in our school we don’t have a specific manual yet, if basing to the old curriculum. However, if it is on the grade levels, which are starting to implement the k+12 curriculum, surely some teachers already have a manual for guided instruction, but in our level, the grade 10 is still yet to come. We don’t have particular manuals to supplement us on the recap or review sessions nor a specific flow for us to follow. And if to use the book, it is really just intended for the students, somehow too student centred and really different from a manual. One thing also is on the activities, the book provides activities that are not so varied from one lesson to another. It seems that the students will get easily bored and there’s kind of repetition of the type of activities. Lastly is on the visual reinforcement of the book, the text for discussion of points is somehow short and that there is no much conceptual maps that would support the concepts presented and there’s no enough self-review questions that would trigger the students' critical thinking. Thus, the book somehow needs to look into some of its components on the understandability, reinforcement and motivation. 4.) What can you do in class to compensate for the weaknesses of this text? As there’s no manual provided by the school, as a teacher, I will initiate the research on the necessary reinforcement that would make the discussion more meaningful and definitely with the exact information. I will create my own flow of discussion for me to be guided and of course with the aid of the book. For a better understanding, or on the understandability points, there’s nothing that of a big deal problem yet to strengthen this area I will apply the technological advances of todays generation such that with regard to researching new information and thread on the subject itself. For the activities, I will provide new and interesting ones that would surely capture their interest and of great relevance to the topics to be discussed. In addition, since the book doesn’t provide much concept maps, I will create my own visual representation of the concept for the students benefit of understanding more the lesson easily. Assets 1.) On which items were the book rated the highest? The book got an excellent rate (5) on items involving the following: a.) Having a clear and simple organizational pattern relating the chapters to each other b.) Inclusion of resources such as an index, glossary, and table of contents c.) Questions and activities draw attention to the organizational pattern of the material d.) Consumable materials interrelate well 2.) Did these items fall in certain categories? - YES, they do fall under the subcategory of Learnability which is Organization. 3.) Summarize the assets of this text. - The textbook surely has an advantage on its organizational aspect. It has a clear pattern that enables students or readers to easily grasp the context and the flow of the lessons and they won’t be a total lost when they proceed to the next chapter after the first one since again, the book is organized in an excellent way. The book parts are also there that would better introduce the book's purpose and other information. There’s a chapter introduction per chapter and a unit summary after each. Also, the presence of the book parts made the book more friendly to the readers since they will be guided where to look for a certain chapter and even to the other readings. 4.) What can you do in class to take advantage of the assets of this text? -- As the book provides a strength on its organization, I will utilize it well. I will follow the flow of the discussion per lessons so that the intended skills presented in the preface of the book will be targeted and actualize. With regard to outlining the topics for the benefits of the students for their self-review noes, they won’t be having a hard time and so as I as the teacher, I can easily create a supplementary notes and add on some inputs on it. Thus, in making an assessment to check the students' understanding of the lessons or of the whole unit, it won’t be a big deal because one lesson has a continuity to the next one, simply that they are interrelated with one another as the concept gradually proceed to the next level of the skills to be enhanced. Figure 3.4 Friendly Text Evaluation Scale From Singer, 1992 (pp. 162-163) Directions: Read each criterion and judge the degree of agreement or disagreement between it and the text. Then circle the number to the right of the criterion that indicates your judgment. SA = Strongly Agree A = Agree U = Uncertain D = Disagree SD = Strongly Disagree ORGANIZATION SA A U D SD The introductions to the book and each chapter explain their purposes. 1 2 3 4 5 The introduction provides information on the sequence of the text’s contents. 1 2 3 4 5 The introduction communicates how the reader should learn from the text. 1 2 3 4 5 The ideas presented in the text follow a unidirectional sequence. One idea leads to the next. 1 2 3 4 5 The type of paragraph structure organizes information to facilitate memory. For example, objects and their properties are grouped together so as to emphasize relationships. 1 2 3 4 5 Ideas are hierarchically structured either verbally or graphically. 1 2 3 4 5 The author provides cues to the way information will be presented. For example, the author states: “There are five points to consider.” 1 2 3 4 5 Signal words (conjunctions, adverbs) and rhetorical devices (problem-solution, question-answer, cause-effect, comparison and contrast, argument-proof) interrelate sentences, paragraphs, and larger units of discourse. 1 2 3 4 5 Discourse Consistency SA A U D SD The style of writing is consistent and coherent. For example, the paragraphs, sections, and chapters build to a conclusion. Or they begin with a general statement and then present supporting ideas. Or the text has a combination of these patterns. Any one of these patterns would fit this consistency criterion. 1 2 3 4 5 Cohesiveness SA A U D SD The text is cohesive. That is, the author ties ideas together from sentence to sentence, paragraph to paragraph, chapter to chapter. 1 2 3 4 5 EXPLICATION SA A U D SD Some texts may be read at more than one level, e.g., descriptive vs. theoretical. The text orients students to a level that is appropriate for the students. 1 2 3 4 5 The text provides reasons for functions or events. For example, the text, if it is a biology text, not only lists the differences between arteries and veins but also explains why they are different. 1 2 3 4 5 The text highlights or italicizes and defines new terms as they are introduced at a level that is familiar to the student. 1 2 3 4 5 The text provides necessary background knowledge. For example, the text introduces new ideas by reviewing or reminding readers of previously acquired knowledge or concepts. 1 2 3 4 5 The author uses examples, analogies, metaphors, similes, personifications, or allusions that clarify new ideas and make them vivid. 1 2 3 4 5 The author explains ideas in relatively short active sentences. 1 2 3 4 5 The explanations or theories that underlie the text are made explicit. E.g., Keynesian theory in Samuelson’s economic text, Skinner’s theory in Bijou and Baer’s Child Development, behaviouristic or gestalt theories in psychology texts. 1 2 3 4 5 CONCEPTUAL DENSITY SA A U D SD Ideas are introduced, defined, or clarified, integrated with semantically related ideas previously presented in the text and examples given before additional ideas are presented. 1 2 3 4 5 The vocabulary load is appropriate. For example, usually only one new vocabulary item per paragraph occurs throughout the text. 1 2 3 4 5 Content is accurate, up-to-date, and not biased. 1 2 3 4 5 METADISCOURSE SA A U D SD The author talks directly to the reader to explain how to learn from the text. For example, the author states that some information in the text is more important than other information. 1 2 3 4 5 The author establishes a purpose or goal for the text. 1 2 3 4 5 The text supplies collateral information for putting events into context. 1 2 3 4 5 The text points out relationships to ideas previously presented in the text or to the reader’s prior knowledge. 1 2 3 4 5 INSTRUCTIONAL DEVICES SA A U D SD The text contains a logically organized table of contents. 1 2 3 4 5 The text has a glossary that defines technical terms in understandable language. 1 2 3 4 5 The index integrates concepts dispersed throughout the text. 1 2 3 4 5 There are overviews, proposed questions, or graphic devices, such as diagrams, tables, and graphs, throughout the text that emphasize what is to be learned in the chapters or sections. 1 2 3 4 5 The text includes marginal annotations or footnotes that instruct the reader. 1 2 3 4 5 The text contains chapter summaries that reflect main points. 1 2 3 4 5 The text has problems or questions at the literal, interpretive, applied, and evaluative levels at the end of each chapter that help the reader understand knowledge presented in the text. 1 2 3 4 5 The text contains headings and subheadings that divide the text into categories that enable readers to perceive the major ideas. 1 2 3 4 5 The author provides information in the text or at the end of the chapters or the text that enables the reader to apply the knowledge in the text to new situations. 1 2 3 4 5 The author uses personal pronouns that make the text more interesting to the reader. 1 2 3 4 5 TOTAL 59 FRIENDLY INTERPRETATION: The score is close to 34 which implies that the text is friendly. Thus, it provides an avenue for the students to be inculcated with the necessary lessons for their grade level and that they won’t be having a difficult time understanding it. Moreover, the result also shows that it is suitable for the target readers. Looking into the breakdown of the evaluation, in the organization, the book has the proper way of leading the readers to the right way. It contains the book parts that would help throughout the usage. It is structured well, that even in the selection included in the book were chosen properly that would sustain the momentum of the lesson. The exact choice of words is there, that there’s a well grounded discourse consistency and cohesiveness. So as on its explication, most of the texts or the chosen selections give necessary examples that would deepen the thinking process, where appropriate background knowledge is presented before hand.Also on its conceptual identity and metadiscourse , it may not be so well furnished but definitely lead more on its purpose. Figure 3.5 Checklist—Carter G. Woodson Nomination Title of Book: English Expressways Textbook for Fourth Year Author: Virginia Bermudez, Ed.D., Eugenia Gorgon, Ed.D., Josephine Cruz, Ph.D., Remedios Nery and Milagros San Juan, Ph.D. Publisher: SD PUBLICATIONS, INC. General Guidelines Superior Accep- table Unsatis-factory N/A 1. Reflects respect for personal and cultural differences and the worth and importance of individual (s) /group (s) presented. 1 2. Offers a factual, realistic, and balanced treatment of the past and present. 1 3. Focuses on problems/issues that provide insight into the experience of racial and ethnic groups. 1 4. Focuses on the interactions among racial/minority groups and the dominant culture. 1 5. Avoids portraying the group(s) as “problem oriented”; stresses positives and negatives. 1 6. Develops concepts related to cultural pluralism at a level appropriate for the intended audience. 1 Guidelines -- Illustrations Superior Accep-table Unsatis-factory N/A 7. Shows cultural diversity in illustrative materials. 1 8. Avoids distortions and stereotyping. 2 9. Presents the group (s) /individuals (s) in a variety of settings. 1 Guidelines -- Narrative Superior Accep-table Unsatis-factory N/A 10. Possesses a narrative theme that’s believable, realistic, and unpatronizing of the targeted group(s). 2 11. Describes narrative characters with feelings, emotions, and values, equal to those of other individuals. 1 SUM POINTS 4 9 TOTAL POINTS 13/11= 1.18 2 = S = Superior -1 = U = Unsatisfactory 1 = A = Acceptable 0 = NA = Not Applicable ANALYSIS ON THE WOODSON NOMINATION CHECKLIST The Carter G. The Woodson Nomination checklist result shows that the textbook is rated as “ACCEPTABLE” as it scored 1.18. The books showcase equality of cultures, allows development and understanding the diversity of cultures and promotes equality among members of the society. Moreover, it tries to establish a relationship between the readers and the cultures it presents through the context applied and the selection chosen to be part of the book as a supplementary aid for the discussion. The illustrations that are present in the book doesn’t project any biases on a certain culture, hence, it tries to create a harmonious textual and ideational meaning of the derived concepts. However, the rate justifies the notion that the book is not totally “perfect” thus, it still have space and areas for improvements. It can still develop its effectivity on the Woodon Nomination Checklist and be able to get that “SUPERIOR” rating if things will continually be improved and to always provide an area for adapting the updated versions of information. CLOZE TEST QUESTIONAIRE Our Dying Seas Chris Wood Out of sight, and mostly out of mind, the oceans are under siege. Scientists from around the world are reporting __________ (1) disturbances in the seas __________ (2) threaten to bring home __________ (3) Cashin’s grim warning to __________ (4) Canadian household. From the __________ (5) seas to the tropics, __________ (6) populations have collapsed or __________ (7) on the brink of __________ (8). In a third of __________ (9) Pacific, planktons that form __________ (10) foundation of the marine __________ (11) chain are vanishing. In __________ (12) corner of the planet, __________ (13) temperatures are obliterating some __________ (14) while driving others into __________ (15) waters. As science scrambles __________ (16) make sense of uneven __________ (17), evidence points to an __________ (18) conclusion: the sea, the __________ (19) of life, is dying. __________ (20) killers are numerous. The __________ (21) obvious, global overfishing, harvests __________ (22) percent of the world’s __________ (23) faster than they can __________ (24) themselves. But the scientific __________ (25) is not even sure __________ (26) it is the worst __________ (27) to the seas. Other __________ (30) threats: human pollution, including __________ (31) estimated 700 million gallons __________ (32) toxic chemicals dumped into __________ (33) sea each year, and __________ (34) warming, widely attributed to __________ (35) production of so-called __________ (36) gases, which appears to __________ (37) affecting ocean temperatures. Sharply __________ (38) seafood is only the __________ (39) consequence; others are far __________ (40) serious. In many parts __________ (41) the world, fishing jobs __________ (42) disappeared. On Canada’s East __________ (43), 26,000 unemployed former fish __________ (43) drew income from the __________ (44) government’s Atlantic Groundfish Strategy--- __________ (45) from Newfoundland alone ---until __________ (46) $1. 9 billion in funding __________ (47) out in August. Far __________ (48), developing countries dependent on __________ (49) protein confront the risk __________ (50) mass starvation. In many regions, rival national claims to the seas’ diminishing harvest hold potential for armed conflict. T H E P A S S A G E Our Dying Seas Chris Wood Out of sight, and mostly out of mind, the oceans are under siege. Scientists from around the world are reporting global disturbances in the seas that threaten to bring home Richard Cashin’s grim warning to every Canadian household. From the polar seas to the tropics, fish populations have collapsed or teeter on the brink of collapse. In a third of the Pacific, planktons that form the foundation of the marine food chain are vanishing. In every corner of the planet, increasing temperatures are obliterating some species, while driving others into unfamiliar waters. As science scrambles to make sense of uneven data, evidence points to an alarming conclusion: the sea, the cradle of life, is dying. The killers are numerous. The most obvious, global overfishing, harvests 70 percent of the world’s species faster than they can reproduce themselves. But the scientific community is not even sure that it is the worst menace to the seas. Other major threats: human pollution, including an estimated 700 million gallons of toxic chemicals dumped into the sea each year, and global warming, widely attributed to industrial production of so-called greenhouse gases, which appears to be affecting ocean temperatures. Sharply pricier seafood is only the mildest consequence; others are far more serious. In many parts of the world, fishing jobs have disappeared. On Canada’s East Coast, 26,000 unemployed former fish workers drew income from the federal government’s Atlantic Groundfish Strategy--- 15,000 from Newfoundland alone ---until its $1. 9 billion in funding ran out in August. Far worse, developing countries dependent on marine protein confront the risk of mass starvation. In many regions, rival national claims to the seas’ diminishing harvest hold potential for armed conflict. T H E P A S S A G E with A N S W E R Our Dying Seas Chris Wood Out of sight, and mostly out of mind, the oceans are under siege. Scientists from around the world are reporting global (1) disturbances in the seas that (2) threaten to bring home Richard (3) Cashin’s grim warning to every (4) Canadian household. From the polar (5) seas to the tropics, fish (6) populations have collapsed or teeter (7) on the brink of collapse 8). In a third of the (9) Pacific, planktons that form the (10) foundation of the marine food (11) chain are vanishing. In every (12) corner of the planet, increasing (13) temperatures are obliterating some species (14) while driving others into unfamiliar(15) waters. As science scrambles to (16) make sense of uneven data (17), evidence points to an alarming (18) conclusion: the sea, the cradle (19) of life, is dying. The (20) killers are numerous. The most (21) obvious, global overfishing, harvests 70 (22) percent of the world’s species (23) faster than they can reproduce (24) themselves. But the scientific community (25) is not even sure that (26) it is the worst menace (27) to the seas. Other major (30) threats: human pollution, including an (31) estimated 700 million gallons of (32) toxic chemicals dumped into the (33) sea each year, and global (34) warming, widely attributed to industrial (35) production of so-called greenhouse (36) gases, which appears to be (37) affecting ocean temperatures. Sharply pricier (38) seafood is only the mildest (39) consequence; others are far more (40) serious. In many parts of (41) the world, fishing jobs have (42) disappeared. On Canada’s East Coast (43), 26,000 unemployed former fish workers (43) drew income from the federal (44) government’s Atlantic Groundfish Strategy--- 15,000 (45) from Newfoundland alone ---until its (46) $1. 9 billion in funding ran (47) out in August. Far worse (48), developing countries dependent on marine (49) protein confront the risk of (50) mass starvation. In many regions, rival national claims to the seas’ diminishing harvest hold potential for armed conflict. C L O Z E T E S T R E S U L T STUDENT SCORE PERCENTAGE INTERPRETATION Student 1: Jasper Kawakami 18*2= 36% Frustration Reading Level Student 2: Leane Patrice Eduria 30*2= 60% Instructional Reading Level Student 3: Mary Chris Pactol 24*2= 48% Instructional Reading Level Student 4: Bryan Albo 15*2= 30% Frustration Reading Level Student 5: Aisha Caamulan 21*2= 42% Instructional Reading Level TOTAL (108/5)2 43.2% Instructional Reading Level READING LEVEL NUMBER OF STUDENTS Independent 0 Instructional 3 Frustration 2 The results from the five (5) students show the diversity of the reading level of the students. It is noticeable that the students used as the subject for the cloze test don’t have a common thread in terms of reading level. Breaking it down, in the Independent Level, no student falls under the category which means that among the five, no one can able to read the text with ease. However, students 1 and 4 belonged to the frustration level wherein they are interpreted as students who are having a hard time in interpreting the text, and that experiencing difficulty in comprehending. Lastly, it shows that most of the students, 3 out of 5, fall under Instructional Reading Level. It means that students were able to read the text with instruction. Garnering the most of the number of students under the Instructional Reading level shows that the students need the assistance and guidance of the teacher in reading the text. Since the text is kind of new to them, their level of memorization skills also played an important role in the understanding of the effectivity of the text and how the book is rated in totality since the students were able to get scores that are on the average level, the capabilities of the students should also be given credit. Most likely, the result shows that the students really had a quick memorization skills or perhaps a great deal of their understanding skills, but of course, one big thing is, they need the guidance of the teacher. Thus, it also indicates the crucial role of teacher for this level of readers. It only shows the participation of the teachers in the reading level of the students. Nevertheless, as it is to relate to the entirety of the textbook, it is important that the teachers will be there for the students especially in analysing and comprehending the text. Teachers then will serve as a way to deepen the understanding of the students, because readers should need some instructional assistance to read and understand the book, but can be expected to use the book. Group Reading Inventory Answer Key Part I: Using Book Parts Direction: These questions are designed to help you understand the organization of your text and to enable you to use it more effectively. You may use your text in answering the questions.Encircle the correct answer. 1. If you came across the word “scanning” in your reading in the text, where would you look first for a definition? a) Table of Contents b) Literary Terms and Techniques c) Glossary 2. The page that has the title, the author such as Remedios Nery and the publisher is called the a) Title page b) Glossary c) Index 3. Where would you look to locate a chapter on using personal pronouns in the text? a) Glossary b) Table of Contents c) Literary Terms and Techniques 4.) It is where it gives descriptions about how each source is useful to an author in constructing the book. a) Bibliography b) Table of Contents c) Glossary 5.) It is an alphabetical list of persons, places, subjects, etc., mentioned in the text of the book, usually at the back, and indicating where in the work they are referred to . a) Title Page b) Cover c) Index Part II: Group Reading Inventory Direction: Read the selection beginning on page through the page. When you have finished reading the selection, raise your hand and you will be given a short questionnaire over the material. Write your answer in the space provided. 1.)What did the essayist talked about? Bertrand Russel talked about his three passions that governed his life which are the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind 2.) Why did he first seek love? He first seeks love, because it brings ecstasy –ecstasy so great that he would often have sacrificed all the rest of his life for a few hours for this joy 3.) Do you agree with his views? Why or why not? The answers vary, but, here’s our entry for the answer. Yes, because love is such a refreshing feeling that enables a person to feel the goodness and beauty of being appreciated and cared. 4.) Why did he say that “love and passion led upward toward the heavens and pity always brought him back to earth? It’s because love is a kind of fantastic and wonderful thing which let him be ravished with joy. Because of love, loneliness in Bertrand’s mind can be eliminated. Because of love, Bertrand’s heart can be saved from the suffering. Love can lead him to heaven. 5.) Why did he seek knowledge? Because he have wished to understand the heart of men. Bertrand Russel have wished to know why the stars shine, a little of this, but not much, he have achieved. T H E P A S S A G E (GRI) Three Passions I have Lived For Bertrand Russel Three passions, simple but overwhelmingly strong, have governed my life; the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. These passions, like great winds, have blown me hither and hither, in a wayward course, over a deep ocean of anguish, reaching to the very verge of despair. I have sought love, first, because it brings ecstasy –ecstasy so great that I would often have sacrificed all the rest of my life for a few hours for this joy. I have sought it, next, because it relieves loneliness—that terrible loneliness in which one shivering consciousness looks over the rim of the world into the cold unfathomable lifeless abyss. I have sought it, finally, because in the union of love I have seen, in a mystic miniature, the prefiguring vision of the heaven that saints and poet have imagined. This is what I thought it might seem too good for human life, this is what— at last —I have found. With equal passion I have sought knowledge. I have wished to understand the heart of men. I have wished to know why the stars shine… a little of this, but not much, I have achieved. Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart. Children in famine, victims tortured by oppressors, helpless old people— a hated burden to their sons, and the whole world of loneliness, poverty, and pain make a mockery of what human life should be. I long to alleviate the evil, but I have found it forth living, and would gladly live it again if the chance were offered me. Group Reading Inventory Questionaire Part I: Using Book Parts Direction: These questions are designed to help you understand the organization of your text and to enable you to use it more effectively. You may use your text in answering the questions. Encircle the correct answer. 1. If you came across the word “scanning” in your reading in the text, where would you look first for a definition? a) Table of Contents b) Literary Terms and Techniques c) Glossary 2. The page that has the title, the author such as Remedios Nery and the publisher is called the a) Title page b) Glossary c) Index 3. Where would you look to locate a chapter on using personal pronouns in the text? a) Glossary b) Table of Contents c) Literary Terms and Techniques 4.) It is where it gives descriptions about how each source is useful to an author in constructing the book. a) Bibliography b) Table of Contents c) Glossary 5.) It is an alphabetical list of persons, places, subjects, etc., mentioned in the text of the book, usually at the back, and indicating where in the work they are referred to . a) Title Page b) Cover c) Index Part II: Group Reading Inventory Direction: Read the selection beginning on page through the page. When you have finished reading the selection, raise your hand and you will be given a short questionnaire over the material. Write your answer in the space provided. 1.)What did the essayist talked about? 2.) Why did he first seek love? 3.) Do you agree with his views? Why or why not? 4.) Why did he say that “love and passion led upward toward the heavens and pity always brought him back to earth? 5.) Why did he seek knowledge? GROUP READING INVENTORY RESULT STUDENT SCORE PERCENTAGE INTERPRETATION Student 1: Frendel Oracion 5/10*100= 50% Instructional Reading Level Student 2: Eunice Mat-ao 8/10*100= 80% Independent Reading Level Student 3: Charlene Grapa 7/10*100= 70% Independent Reading Level Student 4: Cristel Joy Malingin 6/10*100= 60% Instructional Reading Level Student 5: Glen Tabornal 7/10*100= 70% Independent Reading Level READING LEVEL NUMBER OF STUDENTS Independent 3 Instructional 2 Frustration 0 The result shows that among the five students used as a subject of the Group Reading Inventory, no one falls under the frustration level, which mean that the text is not too hard and that students are not having a hard time comprehending the text. Next is on the Instructional Reading level wherein two students belonged to the level, emphasizing the importance of teachers in the understanding of the text by the students. Lastly, having the most students under the level, the independent level, it shows that the text presented that students are not having a hard time reading and comprehending the text. They easily grasped the intended meaning of it. However, the negativity that it explains is that the text is too easy that is why 3 out of 5 got on its level. The Group Reading Inventory result exhibit the capabilities of the students in using their comprehension skills. Also, the clarity of the functions of the book parts as they look well grounded on it, help in deepening the context of the text. But then again, as the respondents found the test easy base on the interpretation given, the book itself from its selection looks the same way rooting on the results gathered. PAGE \* MERGEFORMAT 1 | Page