2010-2011 Textbook AdoptionSelecting a New Reading Curriculum
Texas Reading First districts and schools are in a unique and advantageous position of possessing considerable knowledge of what constitutes a high-quality, scientifically based reading program and what does not. As district and school leaders-administrators, curriculum specialists, teacher leaders, local campus coaches-begin the 2009-2010 school year, they are also in the process of selecting reading materials from the state-adopted textbook list for implementation beginning in 2010-2011.
Teachers who have taught in K-3 classrooms in Reading First schools for the last few years have tremendous insight into which elements are strong in the current program and which require consistent enhancements. Teachers who work collaboratively in grade-level teams not only understand their current program’s scope and sequence, they improve and enrich it to meet their students’ needs. District leaders are encouraged to review their student and implementation data to identify teachers who will play a key role in reviewing new reading materials.
Curricular materials continue to improve, based on the latest research about what works for young students learning to read. Note that to be on the Conformed list of state-adopted textbooks, textbooks must contain material covering each element of the newly adopted Texas Essential Knowledge and Skills.
Those involved in the Reading First initiative know to look for the following elements:
- Five components of reading: phonological awareness, phonics and word study, fluency, vocabulary, and comprehension
- A scope and sequence that addresses the full continuum of skills and concepts within each of these components and guidance for teachers on how the concepts interconnect
- Methods for effectively teaching these skills and concepts, including, but not limited to, the following: explicit instruction with modeling, systematic instruction with scaffolding, immediate and corrective feedback, multiple opportunities to respond and practice
- Grouping and other strategies that allow students ample opportunities to practice the skills and concepts (e.g., teacher-led, small-group instruction; student-managed, small-group practice, whole-group instruction)
- Guidance for teachers on how to differentiate instruction based on student needs
- Ways teachers can obtain information on the extent to which students are progressing and mastering the content
Additionally, using a tool such as Reviewing a Reading Program: Professional Development Module, developed by the Florida Center for Reading Research for the Center on Instruction or the Consumer's Guide to Evaluating a Core Reading Program Grades K - 3:
A Critical Elements Analysis, developed by Deborah C. Simmons, Ph.D., and Edward J. Kame’enui, Ph.D., can help ensure a systematic review of materials.
For more information on the Texas Education Agency’s textbook adoption process, visit the Curriculum web page.