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Guideline S For Selection of Materials in English Languag

This document provides guidelines for selecting instructional materials for English language arts. It discusses several important considerations for the scope of the selection policy, including both formal purchased materials and informal teacher/student-generated materials. The selection process should not restrict creativity but should distinguish between selection and censorship. Materials should be examined for their relevance to student needs like reading level and background. They must align with school/district objectives and represent diverse perspectives. The selection process requires in-depth knowledge of students and materials to make defendable choices. Creative teachers can informally select supplemental materials that meet criteria of relevance and addressing student needs. Procedures and policies around selection and challenges are important for democratic decision making with community support.

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Elaine Chin
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Download as DOCX, PDF, TXT or read online on Scribd
42 views

Guideline S For Selection of Materials in English Languag

This document provides guidelines for selecting instructional materials for English language arts. It discusses several important considerations for the scope of the selection policy, including both formal purchased materials and informal teacher/student-generated materials. The selection process should not restrict creativity but should distinguish between selection and censorship. Materials should be examined for their relevance to student needs like reading level and background. They must align with school/district objectives and represent diverse perspectives. The selection process requires in-depth knowledge of students and materials to make defendable choices. Creative teachers can informally select supplemental materials that meet criteria of relevance and addressing student needs. Procedures and policies around selection and challenges are important for democratic decision making with community support.

Uploaded by

Elaine Chin
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Responsibility For Selection

Scope of the Policy for Selection of


Instructional Materials

Guideline
s for
Selection
of
Materials
in
English
Languag

- The scope of the policy should consider not


only purchased materials, but also materials
that are provided online as well as those
generated by the teacher and even the
students.
- The scope of the policy should not
unwittingly stifle spontaneity and creativity in
teachers by requiring a formal selection
process for all materials used for
instructional purposes.
- It is important to distinguish between
selection of materials and censorship.

Relevance to the Students Needs


- Materials should be examined for level of
difficulty. They must be readable if they are
to be truly accessible to students.
- The average classroom includes students
reading at several levels of proficiency,
materials judged as inappropriate for wholeclass instruction might be suitable for smallgroup use or for independent reading by
more capable readers.
- Reading materials which draw upon
students' backgrounds are desirable. Both
comprehension
and engagement are
enhanced when students can activate
relevant background knowledge as they
read, connecting their personal experiences
with vicarious experiences.

Connection to Educational Objectives


- The materials should align with the general
philosophy of the school or district, the
curriculum goals and objectives of the
English language arts program, and the
learning outcomes of the particular course or
grade level.
- The curricular goals of presenting various
points of view, situations, and styles;
addressing diverse ability levels; and
representing the contributions of people of
diverse religions, ages, races, ethnicity,
abilities, and cultures

- Selecting materials requires in-depth


knowledge (students' backgrounds, learning
experiences, their abilities and interests,
educational objectives and quality of
materials for meeting the requirement.
- Responsible selection demands not only
the experience and education needed to
make sound choices but also the ability to
defend the choices made.

Opportunity for Informal Selection


- Creative teachers take advantage of
opportunities to use materials which do not
lend themselves to the formal selection
process.
- Such supplemental materials may be
selected by the appropriate instructor; but
again they must meet the general selection
criteria of educational relevance and ability to
meet student needs.

Procedures for Selection of Instructional


Materials
- Materials selection and challenged
materials policies are important parts of that
framework.
- Good schools, recognizing the importance
of support from parents and the community,
operate within a framework for democratic
decision making

Criteria
- Two general requirements for selections:
(1) Materials must have a clear connection to
established educational objectives
(2) Materials must address the needs of the
students for whom they are intended.

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