Best practice : read to the students from the textbook. Student readers usually cannot hold the attention of the class, so it is up to the teacher to read to the students from the textbook, asking questions as you go along and writing vocabulary words on the whiteboard. End your reading with an informal test "on the fly," open-ended or true-false, only a few questions, enough to emphasize important learnings and to fix those learnings in the students' minds. Read out the answers so that the students can grade their own papers. Collect the papers and throw them away later.
The instructional materials meet expectations for instructional supports and usability. The use and design of the materials facilitate student learning. The materials take into account effective lesson structure and pacing, and the pacing allows for maximum student understanding. Materials are designed to ease teacher planning and support teacher learning and understanding of the standards. Standards addressed and assessed in each lesson are clearly noted and easy to locate, and the teacher’s notes included with each lesson provide useful annotations and suggestions that anticipate both teacher and student needs. The materials reviewed provide teachers with multiple strategies for meeting the needs of a range of learners. Content is accessible to all learners to be supported in meeting or exceeding the grade level standards. Students who read, write, speak, or listen below grade level or in a language other than English are regularly provided with extensive opportunities to work with grade level text and meet or exceed grade-level standards. Materials also provide students who read, write, speak, or listen above grade level some extension and advanced opportunities. Materials also support the effective use of technology to enhance student learning.