Textbook Information

In my practicum placement, my teacher is using the textbook titled, Virginia Science

Fusion, by Holt McDougal. This textbook is a 6th grade science book that was chosen by the
Virginia Department of Education for the Harrisonburg City Public Schools system. The
textbook was published in 2013 by Houghton Mifflin Harcourt Publishing Company. The four
consulting authors are Michael A. DiSpezio, a global educator; Marjorie Frank, a science writer
and content-area reading specialist; Michael R. Heithaus, director of School of Environment and
Society and Associate Professor in the Department of Biological Science at Florida International
University; and Donna M. Ogle, professor of Reading and Language at National-Louis
University.
It is important that teachers assess the quality of their textbooks that they will be using in
their classroom. Kulm, Roseman, & Treistman (1999) depicts how textbooks, along with many
other resources, must both serve as a valuable supplement to the curriculum that is being taught,
and must be appropriate for the students that are being taught. In doing so, teachers must
determine the readability of a textbook to ensure that their students are getting sufficient learning
that is neither too easy nor too difficult. The authors propose that if the textbook is too easy, this
will run the risk of students becoming bored and disengaged in their learning. On the other hand,
if the textbook is too hard, students may become feeling unconfident and defeated.
Reading Level
Readability tests are mathematical formulas that are determined by the difficulty of words
and sentences in a text. To find the readability, I used the Flesch- Kincaid Reading Ease and
Grade Level test. The Flesch- Kincaid Grade Level value deals with calculating the average

number of words per sentence and the average number of syllables per word. These values are
multiplied, added together, and subtracted from fixed numbers to get the final readability score.
The results of this score usually range from elementary grade levels to college level. The FleschKincaid Reading Ease value calculates the average sentence lengths and the average number of
syllables per word. These values are multiplied and subtracted from fixed numbers to get the
final score. The results of this score usually range from 100-0, with 100 symbolizing the text
being easy to read and 0 symbolizing the text being very hard to read.
In determining my readability score for my textbook, I used https://readabilityscore.com/text/ to calculate its score. I randomly chose three different passages from my text that
consisted of at least 100 words. I typed all of the passages into the readability website and
allowed it to generate the score. The following chart illustrates my readability results:
Pag
e#
147
384
533

FleschKincaid
Reading
Ease
71.4
49.5
79.9

FleschSyllabl
Kincaid
e
Grade Level Count
6.7
9.2
5.6

158
198
169

Sentence
Count
8
10
9

Word
Count
110
115
127

As shown, the chart illustrates the inverse correlation between the reading ease and the
grade level; the higher the reading ease number, the lower the grade level. Additionally, I can see
that the textbook is a bit inconsistent in its level of difficulty. Although calculating more passages
would provide a more accurate readability result, I do think that these numerical values are
realistic in that certain units of the test stress harder topics than others. However, with a grade
level readability of 9.2 for the second selected passage, with the high population of English
Language Learners in my practicum class, this highlights a potential reading struggle and

disengagement for the ELLs. Accordingly, I would say that this textbook is appropriate for the
6th grade.
Evaluation Instrument
In evaluating Virginia Science Fusion, I chose to use Alvermann, Phelps, & Gillis (1999).
In this textbook instrument, the authors emphasize the importance of assessing students properly
and utilizing the appropriate tools and resources to assess students properly. Teachers need to
utilize classroom resources, such as textbooks, that would be helpful in providing students with
the skills and knowledge necessary to learn new ideas and concepts. The authors depict
consumer judgments as one of the ways that teachers assess their textbooks. In this way, teachers
are using the textbook by previewing the activities, readings, and assignments that are included
in the book and observing students interactions and reactions when using the text. This allows
for teachers to judge the text on its suitability and usefulness for their classroom instruction.
Content
This textbook consists of a table of contents page that
includes a program overview, Virginia Science Standards of
Learning, the covered units, Look It up Reference Section, a
glossary, and an index (shown in figure 1). The program
overview page describes how Science Fusion is a program that
includes three features: a computer component for e-learning
and virtual labs, a hands-on component for hands-on labs and
activities, and the actual Virginia Science Fusion textbook. The standards section includes a chart
that illustrates the correlation between the units and the Virginia Science Standards. The Look It

Up Reference Section includes: a reference list for science concepts that the students can look up
for clarity, a reading and writing skills list, and a math refresher list that students will utilize and
explore while learning and conducting science activities. The glossary includes: the definition of
words from A-Z both in English and Spanish, pronunciation of each word, and a pronunciation
key. The index includes: page numbers for definitions, illustrations, maps, and charts from A-Z.
Format
Each unit is broken up
into the different lessons that

Figure 1: illustrates the

Table of Contents Page

coincide with the overarching unit topic. At the beginning of each

unit, an entire page consists of the following: a graphic design or
image that relates to the unit topic, the big idea that is presented
in the unit, a mini story about science, and an inquiry based
question that relates to the mini story and allow students to
Figure 2 illustrates the
detailed, informative, and
appealing graphic design
presented on one page.

instantly begin thinking about science. On the following two

pages, more images and graphics are included and science is
being introduced with using meaningful, real-life events and

scenarios. Students have the opportunity to learn background knowledge on the specific concepts
being taught and participate in inquired based activities that engage the students. Additionally,
each lesson in the unit begins with an essential question being asked and a description of what
students should be able to understand, know, and do by the end of the lesson. This allows
students to begin with the end in mind and familiarize themselves with the learning end goal
for each particular unit.

Consequently, I noticed that the order, in which the unit sections are covered, does not
align with the 6th grade science pacing guide for Harrisonburg City Public Schools. The pacing
guide begins the first two weeks of school with teaching Scientific Investigations, which aligns
with the unit 1 topic that is covered in the textbook. However, after the first two weeks, the
pacing guide jumps to Living Systems and Earths Resources, which are covered in units 3, 6,
and 8 in the textbook. This disconnection between the textbook and the pacing guide continues
for the rest of the school year, causing teachers to have to flip back and forth between the books
units. While this may not be a large issue for teachers using the textbook, I can see how this
could be frustrating and confusing to 6th grade students. Some students may begin to think that
they are actually almost complete with the textbook, when they are already on Unit 8 at the
beginning of the school year.
Utility
This textbook is an interactive student edition book that allows students to become active
readers and learners, when utilizing it. Students have the opportunity to write in the textbook,
tear pages out of the textbook, highlight in the textbook, answer questions in the textbook, make
notes, create graphs and diagrams, utilize graphs and diagrams, and complete all sorts of class
activities in the textbook. At the beginning of each unit, students engage in activities (shown in
figure 3) that allow them to take ownership of their learning. They do so by activating prior
knowledge, thinking about new ideas and concepts, and applying their knowledge and skills to
similar activities. New vocabulary terms are also introduced to help students build on their
vocabulary and explore the meaning of these words in science contexts. Throughout each lesson
in the units, students have the opportunity to engage in many activities that allow them to
elaborate on their learning, apply their learning to a more rigorous problem, and evaluate their

learning. In this way, students are interacting with every page and not just participating in
passive reading.
At the end of each lesson, there consists of a visual
summary that allows students to represent different forms of
data and a lesson review activity that allows students to
answer questions about the vocabulary, key concepts, skills
that were explored in the lesson (shown in figure
4). A
unit

Figure 3 illustrates the

engaging activities
student can complete at
the beginning of units.

review is also included, which is more

comprehensive and longer in length that students can complete (shown in figure 5). This unit
review summarizes the entire unit and highlights the essential questions and concepts that
students should know by the end of the lesson. It reinforces the big ideas presented, connects the
essential questions presented, and assesses students understanding of the vocabulary and key
concepts in each lesson addressed in the text. I think the utility of this textbook allows for
plentiful opportunities of learning to take place while incorporating real-life, hands-on activities
that enhances students critical thinking skills and ability to solve complex problems.

Figure 5: shows the

comprehensive unit review that
Figure 4: shows the
visual
can complete
to is
help
Astudents
negative aspect
of the utility
the realistic use of the activities included. I do not think
summary and lesson
review their learning.
reinforce
activities at that
theall
end
of of
theeach
activities in the book are necessary to be completed by students. Not only is there

not enough time allotted in the school year for every single activity to be completed, but some of
them requires a higher level learning than what the average 6th grade student has. Some of the
activities require students to explore the internet to do research on related topics and concepts.
Due to the high population of ELLs in my practicum class and high percentage of lower level
learners, several of the activities would be too difficult for the students to complete on their own.
Consequently, this would result in students becoming disengaged from the content and the
increased likelihood of students not completing their assignments. Thus, many of the activities
would be omitted from the classroom curriculum.
Evaluation: Style
I chose to use Beers and Probst (2016) because this instrument highlights and defines
important features that the style of a textbook should entail. According to Beers and Probst
(2016), the overall style of the textbook falls on the easier side of the scale spectrum. The writing
in the textbook is very clear and straightforward, with basic ideas being presented in the text,
cohesive topics and units, short sentences, and simple use of words. The font is big enough and
appeals to the middle schoolers eye, with the paragraphs easily distinguished for numbering.
The textbook also uses a lot of text features such as colored headings, italics, bolded words,
indentations, and highlighting that helps to guide students in their reading and allows them to
identify the important concepts and ideas on a page (shown in figure 6). There are quite a few
transitional words used in sentences, but I think these words are beneficial, as they help to add
interest and meaning. Some science topics have more difficult key concepts and words than

others, so some writing can seem unclear to students. However, if students have a hard time
defining
various
word
meanings,
they can
look in
the glossary or at illustrations for help.
Evaluation Summary
In evaluating the strengths and weaknesses, I would

Figure 6: shows the many

text features, headings, big
font, and distinct
paragraphs.

say that the content of the textbook serves as both a strengthening factor and a weakening factor.
According to Alvermann, Phelps, & Gillis (1999), the content in a textbook must be current,
complement the curriculum being taught, and appropriate to students prior knowledge. Since the
Virginia Department of Education outlines the curriculum that needs to be taught in all Virginia
Figure 7: illustrates the correlation
between the units and the VA State

school systems, they know what content students

should have learned in previous grades and are

supposed to know when entering the next grade. As explained in the content section, each unit
and lesson included in the textbook are supported by the current Virginia Standards of Learning
objectives, and the content builds on students prior knowledge in the lower grades (shown in
figure 7). Each unit begins with the implementation of the Virginia State Science Standards that
correlates with each lesson, allowing students to see the connection and importance of learning
the new concepts. Therefore, I would agree that the content ultimately does support the
evaluation requirement.

Consequently, the content also serves as a weakening factor. Alvermann, Phelps, and
Gills also stated that there should be a balance between depth and breadth of coverage in the
content. In analyzing the textbook, I noticed that some units covered more content than other
units. The unit on Matter did not include enough information about elements in their compound
molecules, whereas the unit on Energy had an overwhelming amount about different energy
sources and the use of energy on Earth. Furthermore, many of the units covered between 50 and
60 pages of information, while a few of the units covered around 100 pages of information.
While this imbalance in the content could have been due to certain units consisting of more
general learning information and activities than others, I do think that the textbook included
more content than necessary for 6th grade students. My practicum teacher mentioned that when
using the textbook, he has to choose what content is of utmost importance to teach his students.
Another feature of the textbook that I think serves as both factors is the students ability
to rip pages out of the textbook. Virginia Science Fusion is very thick, consuming of 900 which
makes it quite heavy for 6th grade students to carry around. To help eliminate students potential
back problems due to carrying the heavy book, students are able to rip pages out of the textbook
and only take home the assigned pages. The textbooks remain in the classroom and are available
to students every day without worry that students may leave or lose them. Unfortunately, the
process of ripping out textbook pages is also a weakness of the textbook, since students can run
the risk of losing the pages. Once the students lose their assigned textbook pages, they no longer
have the content necessary to complete their homework assignments. With 6th grade students
being so carefree, I could foresee students accidentally losing their textbook pages and having to
find ways to retain that lost information.

In regard to the textbooks illustrations, it has several

charts and graphics that are kid-friendly and aesthetically
pleasing to 6th grade students. Per Alvermann, Phelps, &
Gillis (1999), the format of a textbook should consist of good graphic aids and illustrations that
are not distracting or irrelevant to the content. For many of the pages in the textbook, Id
estimate that about 70% of the page is consumed of pictures, chart, and graphs; while the other
30% consists of actual words (shown in figure 8). Also, the amount of white space on the pages
is limited due to the wide use of illustrations (shown in figure 8). I argue that this could be a bit
Figure 8: shows a page
consumed of illustrations with
little words, and limited white

overwhelming for students that are not visual

learners and would rather read than look at pictures.
On the other hand, this could be a distraction to
those visually learning students who tend to pay more attention to illustrations, and not to the
content being presented in a text-heavy format. Furthermore, I argue that it is a bit difficult to
follow the main text at times since there is so much happening on one page. The pictures are
located all over the page, instead of being consistent among each page; staying on the left, right,
or bottom of each (shown in figure 9). A teacher may not even use the illustrations that are on the
page in their instruction, but the students would not be able to avoid the illustrations if that is
Figure 9: illustrates pictures
being located all over the
page.

mostly what they see when looking on the page. While the
textbook consists of great illustrations, I personally think

the formatting could have been better, with limited illustrations that were also smaller in size.

The glossary would serve as a strengthening factor. According to Alvermann, Phelps, &
Gillis (1999), the glossary of a textbook must be useful in a way that it would provide students
with real definitions of words, without using the actual word in the definition. The words in the
glossary are properly defined without using the root or actual word to define them. Furthermore,
not only does the glossary include all of the vocabulary words in English from A-Z, but it also
has the words and their definitions in Spanish (shown in figure 10). Including the words in
another language would help bridge the language gap that exists in Harrisonburg City Public
Schools. The pronunciation key, that is also included, helps students to understand and
pronounce the word correctly, while also developing good English speaking skills.
Overall, I would definitely consider using this textbook for a 6th grade science class.
Despite a few negative aspects, I think that Virginia Science Fusion serves as a valuable
supplemental resource for both students and teachers. Too often, as noted in Assessment of
Students and Textbooks, teachers are limited to what textbooks and resources that they can use in
their classroom due to their limited availability. The books are dispersed between other teachers
and classes and as a result, teachers are left to choose resources that may not be the best option
for their students, but prove sufficient enough, with the supplement of other resources.
Supplemental Resources
As previously mentioned, Virginia Science Fusion is supplemented with another feature,
www.thinkcentral.com which allows students to complete on-line labs and activities in addition
to working in the textbook. This website is a resource to both students and teachers which
directly aligns with the topics and units that are discussed in the textbook. Students and teachers
have the opportunity to learn science concepts in their textbook, and then use the website to
elaborate on their learning and apply their knowledge. In order for students and teachers to

access the website, they must have their own log-in username and password that is provided to
them through the Harrisonburg School System. Students and teachers are encouraged to visit the
website as frequently as necessary to enhance the learning in their classroom, as well as provide
more ways of learning about science.
The website, https://www.learninga-z.com/site/products/sciencea-z/activitiesexperiments, is another supplemental resource that is designed to emphasize joint learning with
both science and literacy, expanding students understanding of STEM fields, and providing a
variety of different learning opportunities for grades K-6. In particular, this website offers a
range of activities, planning, assessments, instructional resources, experiments, and labs for
various science subjects through different forms of media. With these resources, the website
allows students to become little scientists by conducting experiments and investigations to
determine desired outcomes. Students also have the opportunity to build on their learning by
learning concepts not sufficiently addressed in the textbook, (i.e. Matter Unit).
My third supplemental source would be if, written by David J. Smith and illustrated by
Steve Adams. This resource is a book that takes big concepts in science and scales them down to
things that both teachers and students better understand. This resource will serve as a great
supplement to Virginia Science Fusion, as it highlights a plethora of science concepts and topics
that are taught in the textbook (i.e. The Solar System, Water, Energy, etc.). It also gives students
a visual representation of these concepts. Using this book, students would have the opportunity
to foster a deeper understanding of larger umbrella concepts and ideas, in terms of science.

References
Alverman D. E., Gillis, V.R., & Phelps, S.F. (2013). Assessment of students and
textbooks. Content area reading and literacy: Succeeding in today's diverse
classrooms. (7th ed.).

Boston, MA: Pearson.

Beers, K. & Probst, R. F. (2016). Reading nonfiction: Notice & note stances, signposts, and
strategies. Portsmouth, NH: Heinemann.
Kulm, G., Roseman, J. E., Treistman, M. (1999). A Benchmarks-Based Approach to Textbook
Evaluation. Science Books & Films, 35 (4). Retrieved from
http://www.project2061.org/publications/textbook/articles/approach.html
This resource is a textbook evaluation instrument that was helpful in emphasizing the importance
of using and evaluating textbooks.The website has a readability score of a 45.3 with a grade 7.
Learning A- Z. (2016). Science a-z hands-on science activities and experiments.
Retrieved from https://www.learninga-z.com/site/products/sciencea-z/activitiesexperiments
This resource is a website that provides many resources to both students and teachers. This
website has a readability score of 54 with a 6.7 grade level. The website is easily understood by
students between the ages of 12 and 14 year olds. As such, using this website is appropriate for
middle school students.
Readability Score. (2016). Retrieved from https://readability-score.com/
Reliability Test Tool. (2016). Retrieved from http://www.webpagefx.com/tools/read-able/
This website helped me to obtain the readability scores of the websites that I
used and referenced.

Smith, D. J. (2014). If: A mind-bending new way of looking at big ideas and numbers. Toronto, Can: Kids
Can Press.
ThinkCentral. (n.d.). Science and health. Retrieved from https://www-k6.thinkcentral.com/ePC/start.do