CDM

Guiding
Principles for
Quality
Textbooks
by Lhea Ejercito
The following principles
provide the criteria for
teachers in selecting quality
text for the students. (Guiding
Principles for Quality
Textbooks, 2012)
Content
• Conformity/alignment with the curriculum guide aims and
objectives in the curriculum guide.
• Effectiveness of content to meet curriculum requirements
irrespective of supplementary materials
• Accuracy and relevancy of data/information
• Accuracy, clarity, and development concepts
• Balance of depth and breadth
• Appropriate level of difficulty
• Smooth interface between key stages of learning/year levels
• Presence of multiple perspectives
• Absence of biased information/discrimination
• Inclusion of suggested references to facilitate consolidation
and self-directed learning.
• Development of generic skills
• Development of cognitive skills of all levels, especially higher order thinking skills
• Fostering positive values and attitudes
• Catering to students’ diversity
• Inclusion of learning activities essential to achieving the learning targets
• Facilitating students to integrate/practice/apply new knowledge
• Motivating students' learning
• Clarity of instructions
• Variety and purposefulness of learning activities
• Inclusion of appropriate activities to facilitate assessment for learning and as learning

L e a r n i ng
and
t e a c h i n g
Structure and
Organization
• Logical organization of content
• Use of table of contents and
titles/heading/outline
• Appropriate use of overviews, summaries and a
student's guide to facilitate
 Language
• Quality of texts in terms of level of difficulty and
support for independent reading and construction of
meaning by Students
• Coherence of text
• Opportunities to make good use of language to study the
subject
• Use of familiar and interesting language
• Accuracy of language used
• Provision of support for understanding and using subject-
specific vocabulary and expressions
Textbook Layout (for
printed textbooks only)
• With appropriate use of space and margin
• Logical and consistent in Illustrations reading
facilitate students' lumes/binding learning in
loose-leaves
• Appropriate design facilitates the type
• Appropriate print font size
 CDM

Guiding for using

textbook
by Lhea Ejercito
• Read Aloud

Reading aloud to students provides an

enjoyable and shared experienee• When
teachers read aloud, books should be read
expressively and interestingly.
2. Shared Reading
Shared reading is an approach where the teacher
and the class read the books together. In a
preschool class, the “big book” is used using
shared reading where students should see the
book and its writing clearly. There are four parts
to a successful shared reading session:
introducing the book, reading the book, talking
about what you are reading and reflecting on the
session.
3. Guided Reading
Guided reading is an instructional approach that
involves a teacher working with a small group of
students who demonstrate similar reading behaviors
and can read similar levels of texts. The text is easy
enough for students to read with your skillful support;
it offers challenges and opportunities for problem
solving, but is easy enough for students to read with
some fluency. You choose selections that help students
expand their strategies.
4. Group Reading

Group reading involves one student reading out loud to

other students in a small group. Books can be shared or each
student can have a copy of the book. The reader should read
loudly so that everyone in the group can hear. If the reader
encounters a difficult word, students can help each other at
the end of the reading, students discuss among themselves
what they have read.
5. Independent Reading

Independent reading is a term used in educational settings,

where students are involved in choosing and reading
material for their independent consumption and enjoyment.
Students that read independently have an emphasized
creative choice in what they want to read and choose to
learn.