Listos + Antologia
Core Code Alignment
Foreign Language
Spanish
03070057055: Spanish 5 DLI
Spanish
03070057055: Spanish 5 DLI
Recommendation
Recommended Primary
Evaluation
We loved Listos and Antología. It has differentiated instruction for beginners, intermediate and advanced. It has quite a lot of supplemental resources.It is easy to navigate and user friendly. It is quite colorful with really good visuals that will help to engage the earlier learners. We like that each unit focuses on a different country.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| We think this aligns well with Utah core standards and is well-researched and reliable. After reviewing the scope and sequence of the material provided in the resource. We determine | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| It seems like this is geared for younger learners. Scaffolding is implemented through various instructional strategies and support feature to assist students in their language learning journey. Examples: vocabulary support, grammar explanations, progressive complexity…There are some contextualized parts in the textbook to create curiosity to apply prior knowledge where the teacher’s material has color-coded (lessons) “We loved this part! | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| We think it’s easy to navigate and clear to understand. The material is designed to empower students to navigate it independently, fostering a sense of autonomy and self-directed learning. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| The material is modern and informative with cultural alignment. Differentiated instruction for beginners, intermediate and advanced learners. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| We Believe the material meets all the requirements for the technical standards. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| It will incorporate cross-curricular skills such as subjects, skills and activities. The needs for diverse learners | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| Listos provides clear learning objectives that outline the skills and knowledge students are expected to acquire. Guided practice activities that walk students through the application of new vocabulary, grammar concepts, and skills. Additional resources such as grammar guides, vocabulary lists, audio recordings, and cultural notes to enhance students' learning experience and deepen their understanding of the Spanish language and culture. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| We think there are a variety of supplemental resources that are based on real-world events like oral support–audio, grammar vocabulary in English and Spanish, sample exams, maps, photography practice, skills development material, cognates, etc. | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| An excellent approach on testing levels beginners, intermediate, and advanced. This is a great tool to assess the student’s language levels. They have a section before reading (antes de leer). We like the type of questions. Scope and sequence is by units (vocabulary, reading, writing). | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| As a reader, I experienced inclusion by exploring the material from the units. We feel connected in one way or another. The material avoids stereotypes based on race, gender, ethnicity, nationality, or other characteristics. | ||||||
| Cultural Awareness | This material promotes respect for distinct socio-cultural identities by representing various cultural and social aspects of society. The material accurately reflects the culture, languages, traditions, beliefs, values, and customs of people from diverse backgrounds, including various forms of cultural philosophy and epistemology. | This material displays respect for distinct socio-cultural identities and cultural awareness. Creates opportunities to recognize and incorporate the diverse ethnic histories, cultures, contributions, and perspectives of peoples from Utah, the United States, and the world. | This material has limited themes of social and cultural histories within the United States and globally. | This material lacks cultural awareness and recognition of diverse perspectives and/or contributions. | ||
| The material accurately reflects the culture and nuances of various communities, ensuring that their identities are portrayed respectfully and truthfully. There is evidence of a cultural connection. | ||||||
| Inclusive Components | The material uses a range of texts, examples, scenarios, applications, and imagery to promote diverse representation, inclusion, and belonging. The material provides cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. It includes diverse characters representing people of color, people with disabilities, various body types, complexions, ages, personalities, and societal roles. | The material provides a range of texts, examples, scenarios, imagery, and applications focusing on various cultures. It includes some diverse characters. | The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The components of this material are not inclusive or diverse in nature. | ||
| It displays a welcoming environment for all students' background and social levels. We didn´t see a huge variety of body types, races, people with disabilities… | ||||||
| Shared Values and Character Traits | The material focuses on the shared values of diverse people and communities, including the common elements that unite Utahns and the world. -Such as diverse histories, family units, geographies, cultures, socioeconomic environments, livelihoods, etc. Additionally, figures in the material may be described by their behaviors, beliefs, and values regardless of education, income, or occupational descriptors. The material fosters the development of character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles contained in the Constitution. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. | The material lacks a sense of either shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing character traits. | The material does not include character traits and shared values. | ||
| The material does not focus on shared values and character traits but we could see some ethical values such as morality, integrity, honor, leadership, the Constitution… | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807