Chemins-French for a Connected World, Levels 1-4
Core Code Alignment
Foreign Language
French
03030000021: French - Second year
French
03030000021: French - Second year
Recommendation
Recommended Primary
Evaluation
The AP section was excellent. It included pre-loaded vocabulary, clear “I Can” statements, and a wide variety of engaging materials such as photos, cartoons, and interactive elements that accommodated different learning styles. Users could click on certain features to access additional information, including AI-generated videos that explained key concepts. While the SuperSite offers more extensive content overall, Prime provides the essential “need-to-know” material in a concise and engaging way. The section also incorporated a broad range of global content, although it may not have fully addressed the three cultural components—products, practices, and perspectives—in depth.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : World Languages 2025
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 | NA | NA | May Violate Law | ||
| Did not observe or read any content that would be considered inappropriate for students. There were no instances of inappropriate material or any violations noted. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Did not see or read anything about religion or politics in the material. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Did not see or read anything about religion or politics in the material. | ||||||
| Free from advertising, e-commerce, or political interest | Does not violate law | NA | NA | May violate law | ||
| Free from advertising, e-commerce, or political interest. | ||||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | Material aligns with Utah World Languages Core Standards across all levels of language and intercultural competencies. Includes specific references to ACTFL-aligned performance benchmarks (e.g., IL, IR, IC, PS, PW, CPP, CP, CIA). | Material aligns with most Utah World Languages Core Standards and references several core competencies. | Material aligns with a few standards but lacks comprehensiveness or clarity in standards application. | Content does not align with the Utah World Languages Core Standards. | ||
| The program effectively aligns with ACTFL guidelines and incorporates “Can-Do” statements as well as AP themes throughout its structure. It appears to exceed standard requirements by integrating AP-level material consistently across both the Prime and SuperSite editions. These AP components are clearly identified in the table of contents within the teacher’s edition, providing clear guidance and ease of navigation for educators. | ||||||
| Navigation | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized | The material contains understandable instructions. Students may need some educator support. | The material is only usable with direct educator support. | Instructions are unclear, and navigation is difficult. | ||
| The program is student-friendly and straightforward, with an aesthetically pleasing layout. Each page includes brief assessments, questions, and engaging activities designed to support student understanding and reinforce learning. | ||||||
| Instructional Support | Material includes instruction aligned to World Language Core "I Can" statements. Uses integrated performance assessments (IPAs), learning targets, and scaffolds for intercultural and language proficiency growth. | Includes support such as lesson plans, differentiated instruction, and examples of experiential learning. | Contains limited instructional support or misaligned strategies. | Provides no instructional support. | ||
| The program provides a wealth of resources and a student-friendly structure with clear “Can-Do” statements and a well-organized scope and sequence. Each unit begins with “I Can” goals and pre-loaded vocabulary to support comprehension, and concludes with review activities to reinforce learning. The online components offer immediate feedback, while the teacher’s manual includes detailed guidance, extension activities, and differentiation tools that allow teachers to personalize instruction and highlight learning objectives. | ||||||
| Assessments | Material includes IPAs and formative/summative assessments aligned to World Language Core. Provides culturally authentic contexts and tasks aligned to proficiency indicators. | Contains summative assessments aligned to World Language Core but lacks IPA tasks or cultural relevance. | Includes assessments with limited feedback or real-world relevance. | Does not provide any assessment material. | ||
| The program offers a variety of assessments, including IPA-style questions with Interpretive Readings and IPAs introduced at upper levels. Instructional materials include a full workbook of assessments, which can be printed, administered, and graded, as well as a student workbook with completed exercises. Assessments are ready to use or can be customized, and teachers can also assign additional activities. A gradebook is included to track student progress efficiently. | ||||||
Material Characteristics (Total Points:9)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | High-quality instructional materials for world languages incorporate culturally authentic images and multimedia resources presented in the target language. These visuals should be interactive, up-to-date, and captivating, drawing directly from genuine cultural environments. The inclusion of such resources serves to enhance student engagement and provide a more immersive and relevant learning experience, fostering a deeper understanding of the target culture alongside language acquisition. | Includes images or audio/visual examples in target language. | 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. No visual support. | ||
| The materials are student-focused and visually appealing, with a modern and engaging design. While somewhat busy, the layout is well-structured and supports learning effectively. Each page includes short activities and checks for understanding to maintain engagement and reinforce comprehension. | ||||||
| Technical Standards | Accessibility, Privacy, and Practicality. The instructional materials adhere to established accessibility standards, ensuring usability for individuals with diverse needs. Furthermore, the materials incorporate robust data privacy assurances, safeguarding sensitive information. Practical considerations extend to ease of access and installation, streamlining the implementation process. The materials demonstrate clear alignment with the American Council on the Teaching of Foreign Languages (ACTFL) standards, reflecting best practices in language education. Finally, transparent licensing terms are provided, clarifying usage rights and permissions. | 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 or lacks accessibility compliance. | ||
| The program meets all requirements, with AP content clearly identified in the teacher’s edition. The table of contents highlights AP standards across many lessons, and an accompanying Excel spreadsheet outlines all AP themes included throughout the program. | ||||||
| Adaptability | Designed with World Language proficiency pathways (Novice to Advanced) in mind. Can be customized for varied learner levels and intercultural objectives. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. Usable across multiple levels, with basic adaptability. | 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. | ||
| While the core text may have limited material and variety for customization across all four levels, the available content is adequate. Additional resources are provided online, including texts at three different levels to support diverse learners. Students can also monitor their progress through online activities and assessments. | ||||||
Ethnic Studies and Shared Values and Characte
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 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, | Instructional materials should integrate opportunities for students to investigate global cultural products (e.g., tools, music, art), practices (e.g., social interactions, communication styles, traditions), and perspectives (e.g., values, beliefs, attitudes) in a manner that directly aligns with established intercultural standards, specifically CPP (Cultural Products and Practices), CP (Cultural Perspectives), and CIA (Culture in Comparison and Interconnection). The materials should actively foster the development of intercultural competence by encouraging students to move beyond their own cultural frame of reference and engage with diverse worldviews. Furthermore, the instructional resources must explicitly demonstrate respect for the richness and complexity of diverse cultures, ensuring that this respect is evident in both content and pedagogical approaches. This demonstration of respect should also align with Utah's demographic representation, reflecting the diverse cultural backgrounds of students within the state and promoting inclusivity in the learning environment. | The instructional materials reflect a global perspective by incorporating some attention to the diverse cultures represented in the target language. This includes explicit references and opportunities for students to engage in cultural comparisons between their own culture(s) and those associated with the language they are learning. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| The program offers extensive opportunities to learn about and engage with La Francophonie, covering diverse French-speaking regions beyond Paris. While references to products, practices, and perspectives are fewer than in the APprenons text, the materials provide rich cultural content across a variety of topics, including greetings, family life, sports, and Francophone cultures. Each lesson and unit incorporates cultural elements, which are clearly outlined in the scope and sequence. | ||||||
| Shared Values and Character Traits | This section of the rubric emphasizes the integration of intercultural competence within world language instruction. It mandates the inclusion of realistic intercultural scenarios designed to encourage students to engage in comparative cultural analysis. Through these scenarios, students not only identify similarities and differences between their own culture and the target culture(s) but also critically reflect upon fundamental character values such as respect, empathy, and the principles of global citizenship. The materials should actively foster meaningful interaction by showcasing and promoting culturally appropriate communication strategies and behaviors. Furthermore, the incorporation of authentic materials, derived from real-world cultural contexts, is crucial for providing students with genuine exposure to the target language and its associated cultures, thereby enhancing their overall intercultural understanding and communicative abilities. | 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. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. Addresses character traits and civic virtues with limited application to language and culture. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| The program emphasizes intercultural understanding, though lower levels do not specifically address character traits such as courage or honesty. Chemins 4 includes units on social justice (Unit 4) and overcoming differences (Unit 5), offering both everyday life experiences and global perspectives. Cultural comparisons are integrated throughout the lessons, providing opportunities for real-world application. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807