¡Así se dice!
Core Code Alignment
Foreign Language
Spanish
03070000021: Spanish - Second year
Spanish
03070000021: Spanish - Second year
Recommendation
Recommended Primary
Evaluation
For students, "Así se dice" by McGraw Hill is a structured Spanish book that offers cultural insights, vocabulary-building exercises, grammar support, and communication skills. It provides clear organization and progression for English language learners, helps them understand Spanish-speaking cultures, and helps them expand their Spanish vocabulary
From an educator standpoint, We enjoyed exploring this material because it exposed us to different options for learning, continues to elaborate new knowledge, and invites me to create a good foundation to continue looking for different ways to learn. The material for the teacher has a wide range of possibilities and resources to plan a good class lesson, practice, and provide different types of assessments. It also provides very good elements to learn and evaluate at each level with valuable activities that will help them to broaden their knowledge in the targeted language. Overall, We have been very impressed with the sequencing of the material and the goals that can be achieved if followed properly.
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. | ||
| The content aligns with the corresponding grade-level core standards and its material is well-researched and comprehensive for the intended purpose. The scope and sequence cover preliminary lessons, topics, grammar, culture and display a good ACTFL break of information and the World language readiness standards for learning languages. | ||||||
| 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. | ||
| The material provides scaffolding in different ways through vocabulary, grammar, literature, academic videos (tutorials- practice), and online activities that students can use to self-assess and review at their own pace. Every level comes up with resources to increase confidence and language understanding. some strategies:Visual Aids: Use visual aids such as pictures, charts, and diagrams to help students understand new vocabulary and concepts in Spanish, Provide examples of correct pronunciation, grammar structures, and sentence formation to guide students in their language learning, Language Frames: Offer sentence frames or language structures that students can use as a scaffold to construct their own sentences in Spanish, Contextual Learning: Connect language learning to real-life situations or cultural contexts to make the language more meaningful and easier to remember… | ||||||
| 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. | ||
| The book's directions are usually straightforward and easy to understand, so students can interact with the material on their own or with assistance from a teacher. Students are able to navigate the learning material and use the topics they have learnt in their language practice thanks to "Así se dice" clear directions. We enjoyed the navigation between the teacher’s edition material and the student’s material. They both were very easy to follow. The online resources were available and fast access to locate them. The four levels and the Glencoe Health are awe-inspiring with real-life activities connected to the corresponding topics. They can be used as an additional resource to extend lessons or apply differentiation when the lesson is presented. | ||||||
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. | ||
| We enjoy how visual components like graphics, icons, colors, and multimedia are employed to draw students in and improve the curriculum. These visual cues can make the content more engaging and interactive while also serving to reinforce learning and break up text-heavy portions. No tactile experiences and no ADA-compliant. | ||||||
| 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 don´t dont know if this material ensures data privacy. | ||||||
| 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. | ||
| The changes provided in the textbooks are exhibiting a wide variety of resources in place. Educators will be able to customize lesson plans for the corresponding chapters, and pacing lessons as individual preference. It has easy access to auxiliaries such as highlights, and notes. placemarks and the table of contents. Differentiated Instruction: Teachers can adapt activities and tasks in the book to match the diverse requirements of their students, taking into account their learning styles and levels of language proficiency. | ||||||
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. | ||
| Book provides instructional support through structured content and supplementary materials, guiding educators in teaching practices. They offer comprehensive coverage and help educators plan and implement lessons, providing a logical progression for comprehensive learning. The material presents an extensive line of options such as interactive student, smartbook, EBook, etc. In particular, the “Video paseo” was very impressive for a short video (about 5 mins) and shared valuable and enriched material with history, places, and interviews with the people from that location talking about their culture and traditions. The pieces of information provided allow access to printable items for teachers and students, and some of the reading aloud could be better if some of the recordings were made by native speakers, not by a computer translator. In general, the material is excellent. | ||||||
| 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 could find supplemental resources in the book that complement the content of the book and provide further support, enrichment, or extension of the main text. These resources include study guides, worksheets, answer keys, activities, multimedia resources, additional readings… | ||||||
| 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. | ||
| The material presents an extensive set of options to assess the students and help them demonstrate comprehension and mastery of their speaking, listening, reading, and writing abilities. Digital worksheets, interactive EBook, online assessments, life-long learning practice, the what, why, and how of readings. All levels offer lesson plans, teacher activities, interactive EBook, smartbooks, digital worksheets, vocabulary practice, and online assessments. The use of foldables provides an extensive interactive activities catalog. These practices can be used to improve different language skills. Finally, the ancillaries are rich in different practice approaches to reach the students’ academic levels. | ||||||
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. | ||
| The material is carefully designed to protect specific groups of students and choose the correct approach to avoid discrimination based on race, sex, or physical condition. As a reader, I experienced inclusion by exploring the material from the units. We feel connected in one way or another. We don't see this material support civic and character education | ||||||
| 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 book offers inclusive activities such as the “Capture the Culture of the Spanish-speaking World”. Enlaces Literarios is a well-maintained section where the students will have the opportunity to immerse in the peoples' traditions, history, and related topics to our real-life situation. We see authentic cultural texts and cultural references. | ||||||
| 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 is visible that the book is very conscious about diversity and throughout the lessons are clear inclusive components that make the reading participant aware of the content inviting them to participate. | ||||||
| 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 students’ book enhances the communication and lifestyle of other groups around the world. It also provides sections on lifelong learning and global communication. The material displays ethical values such as honesty and responsibility to others.The material lacks a sense of either shared values or common elements that unite Utahns. We don't see anything about morals, character traits, etc. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807