Alba y Gael 1-3
Core Code Alignment
Elementary / Early Childhood
Elementary
22010037007: Grade 6 Spanish D.I.
Elementary
22010037007: Grade 6 Spanish D.I.
Recommendation
Recommended Primary
Evaluation
This curriculum offers a comprehensive and well-structured collection of materials that are thoughtfully designed for elementary students. The layout is intuitive and easy to navigate, with all links functioning properly and resources clearly labeled. The content is engaging, developmentally appropriate, and visually appealing, incorporating family-oriented themes that foster student connection and participation. Assessments are ready to use, primarily in PDF format, and are supported by additional activities that can be easily adapted to meet diverse classroom needs. While the materials remain simple and accessible even at higher levels, they may appear too elementary for middle school learners. The curriculum follows a traditional language-textbook format rather than a Dual Language Immersion (DLI) approach, yet it effectively supports early language acquisition through clear structure and consistent practice. test
Educators Using These Materials
No educators found.
Material Categories
Supplementary, Comprehensive
Rubric : Generic
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does not violate law | N/A | N/A | May violate law | ||
| Does Not Violate Law | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| Does Not Violate Law | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| Does Not Violate Law | ||||||
| Free from advertising, e-commerce, or political interest | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| Does Not Violate Law | ||||||
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. | ||
| Curriculum aligned with the Utah World Language Core Standards | ||||||
| Navigation | 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 program is user-friendly for both students and teachers, featuring clear and age-appropriate instructions. Students can navigate the materials independently, though some may still require occasional educator support. | ||||||
| Instructional Support | 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 program provides exceptional instructional support, offering teachers comprehensive tools, detailed lesson plans, and differentiated activities that meet diverse student needs. | ||||||
| Assessments | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| Each unit includes assessments that measure students’ reading, listening, and speaking skills, including recorded responses. However, the assessments offer limited feedback and minimal connections to real-world applications. | ||||||
| Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| The curriculum promotes cultural awareness and diversity by introducing students to various Spanish-speaking communities and traditions. It incorporates a global perspective by highlighting different cultures within the target language, though opportunities to explore global cultural products in depth are limited. | ||||||
| Shared Values and Character Traits | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| The curriculum promotes strong values such as friendship, family, and respect, encouraging students to develop good character through meaningful and culturally diverse lessons. While it highlights shared values across communities and introduces cultural understanding, its connection to language and culture could be strengthened. | ||||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| The curriculum features current, meaningful content that connects to students’ age-appropriate interests and real-life experiences. The visuals are culturally authentic and easy to follow, making them ideal for younger learners. A notable strength is the use of a dyslexia-friendly font that enhances accessibility for all students. | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| The curriculum is easy to navigate and clearly aligned with ACTFL standards. It provides students with opportunities to engage in cultural learning while exploring content through a user-friendly online platform. | ||||||
| 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. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| The curriculum is teacher-friendly, offering clear lessons, digital tools, and printable cutouts that make instruction easy to follow and implement. While teachers can adjust some activities to meet student needs, overall customization is limited since many materials are provided in PDF format and are not easily editable for diverse learners. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807