Nathan Foster

MAT 614
Assignment 1: Textbook Checklist

Understandability:
Does the teacher’s manual provide lists of accessible resources containing alternative readings
for very poor or very advanced readers?
• The teachers manual provides differentiating instructions to a variety of different reading
levels. They discuss the implementation of additional reading for accelerated students and a
simpler “sparknotes” version of readings for students with lower reading and comprehension
levels.

Are the assumptions about students vocabulary knowledge appropriate?

• Yes, the text does an accurate job of assuming that a base level of scaffolding has been
addressed. Terms that might be uncommon to the reader; communication, body language,
active listening, etc. are all addressed in the vocabulary column on each page as well as in
the glossary.

Are new concepts explicitly linked to the students prior knowledge or to their experiential
background?
• To a certain degree. The text has done a fair job explaining real life connections and
connecting the terminology to concepts students are familiar with. Where the text might be
lacking is allowing students to dive deeper into their understanding of certain concepts. A
section on managing stress was great at providing the base level of understanding but failed
to provide students the opportunity to dive deeper and apply the concepts.

Are definitions understandable and at a lower level of abstraction than the concept being
defined?
• This is something I found to be hit and miss throughout the text. A subsection on nutrition
explained nutrients as “substances in food that the body needs to function” but then in the
next sentence explained a calorie as, “a unit of heat that measures available energy”. Thinking
as a seventh grader I could see how the complex definition of a calorie might leave me
confused.

Usability:
Are the end of chapter questions on literal, interpretive, and applied levels of comprehension?
• Where this text excels is with its abundance of literal and interpretive questions at the end of
every chapter. There are countless questions regarding comparisons and summarization.
Where the text is lacking is where it fails to allows students to ask the “why” question and go
beyond what they are looking for.

Are the important terms in italic or boldface type for easy identification by readers?
• Yes, the text does an impeccable job at bolding important terms and changing font and font
size in order to address critical topics. There are plenty of pronunciations to accompany
definitions and bilingual definitions in the side columns as well.

Does the glossary contain all the technical terms in the textbook?
• The glossary of the text goes above and beyond when it comes to text definitions. They cover
a variety of street names and terminology in addition to traditional health vocabulary. They
offer a bilingual glossary as well for the emergent bilingual population as well.
Do the chapter subheadings clearly break out the important concepts in the chapter?
• Yes. One chapter based on the topic of tobacco has five subsequent subheadings; facts about
tobacco, health risks of tobacco, addiction to tobacco, costs to society, and saying no to
tobacco. I believe that all of these subheadings are important and add to the overall umbrella
of tobacco.

Interestability:
Does the book clearly show how what is being learned might be used by the learner in the
future?
• As mentioned earlier in the reflection I believe the main thing lacking from the text is the
questions that allow students to question and ask the why behind what they just read. The
knowledge within the text will be transferable throughout the lives of the students by much of
what is covered is surface level.

Are the cover, format, print size, and pictures appealing to the students?
• Yes, the cover is bright with a variety of topics and words splattered across it. The pictures
within are conversation starters and could easily be used as bell ringer activities for students.
A simple “what do you think this picture means” could present some very powerful and deep
conversations amongst students.

Are the chapter titles and subheadings concrete, meaningful, and interesting?
• The chapter titles are somewhat bland but when you investigate the subheading you discover
a lot of what makes each topic so interesting. A topic like “Alcohol” appears to be somewhat
boring but when paired with the subheadings it becomes a lot more engaging. Students will be
reading about its prevalence with the teenage population or the disease of alcoholism.

Does the teachers manual provide introductory activities that will capture students interest?
• Yes, the manual provides teachers with bell ringer activities as well as resources for online
content, videos, and a variety of supplemental audio files.

Summary:
Overall, when I first picked up this text I believed that it was far too advanced for the seventh
grade population. I decided to teach a lesson on communication using the text and was shocked
at how much information I was able to draw upon along the way. Students were engaged and
seemed to want to stop at the end of each heading in order to debrief and begin the activity
listed on the page. I was able to conduct one of the “exit ticket” assessments listed in the text at
the end of class in order to gauge how well students understood the lesson and the information
that they read about. This text if partnered with an effective teacher will be a useful tool for
students to gain and grow their knowledge about a variety of different components of health.

Nathan Foster
MAT 614
Assignment 1: Content Area Reading Inventory (CARI)

1. Directions: Open your book and answer the following questions regarding communication.
 1. Communication involves verbal and non verbal communication.
A. True B. False

2. Good communication requires sending and receiving information.

A. True B. False

3. In order to send/receive communicated messages you must be what?

A. A Listener B. A Writer C. A Speaker D. All of the above

4. A situation in which your words say one thing but your body says another is what?
A. I message B. Outbound communication
C. Mixed Message D. All of the above

2. Answers to these questions are not clearly stated in your text. You must “read between the
lines”.

1. Provide an example of how communication might influence your social health?

Effective communication can improve my relationships with others and thus improve my
social health

2. What are some key differences between the three communication styles?
Assertive: Firm but positive, shows respect for self and for others
Aggressive: Forceful and hostile, little to no respect for others and their opinions
Passive: tendency to give in, may lack confidence or self respect

3. Of the three communication styles listed, which do you think is the most effective?
Assertive Communication.

3. Answers to these questions are not clearly stated in your text. You must “read beyond the
lines”.

1. What are some nonverbal ways that you might be able to show consideration and
appreciation for others?
Left for student discovery and application

2. Imagine you have a friend who wants to copy your homework. Use “I” statements to
respond to their request
Left for student discovery and application

3. What are some ways in which you can personally improve your verbal or nonverbal
communication?
Left for student discovery and application