Mosaico Fundamentos por i-Ready
Core Code Alignment
Foreign Language
Spanish
03070057025: Spanish 2 DLI
Spanish
03070057025: Spanish 2 DLI
Recommendation
Recommended Primary
Evaluation
The quality of grade-level content on the platform shows noticeable variation, with the stronger and more comprehensive offerings primarily found in the higher grade levels. While the content for these upper grades is well-developed and engaging, the lower grade levels appear to have fewer robust resources, which may impact the overall learning experience for younger students. Additionally, there is a limited selection of activities specifically focused on citizenship education, which is an important area for fostering responsible and informed learners. The range of activity types available across the platform also lacks diversity, potentially limiting opportunities for students to engage with the material through different learning modalities and interactive formats.
On a positive note, the platform boasts a modern and visually appealing design that enhances user experience and encourages student engagement. It provides customizable slides that allow educators some flexibility in tailoring lessons to meet their specific classroom needs. However, it is important to note that not all elements within the slides are customizable, which may restrict the ability to fully adapt the content. Furthermore, the platform does include some extension activities designed to deepen understanding and provide additional challenge for students who are ready to explore topics further. These features collectively contribute to the platform’s value, although there remains room for growth in content breadth and activity variety to better support diverse learning objectives.
Educators Using These Materials
No educators found.
Material Categories
Supplementary
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 | ||
| No sensitive or prohibited content was identified. The texts, illustrations, and photographs appear age-appropriate, promote positive values, and respectfully represent cultural and family diversity. The images are colorful, engaging, and aligned with the program’s purpose to develop phonological, reading, and writing skills in Spanish. There is no violence, political bias, or religious content present | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No discriminatory content was identified. The materials promote inclusion, respect, and equity through diverse characters and settings. Illustrations show children of different backgrounds, skin tones, and abilities working and learning together in positive, collaborative environments. The program reflects family and cultural diversity appropriately and supports a welcoming classroom environment for all students. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Notes: It focuses purely on education without promoting any political or ideological views. | ||||||
| Free from advertising, e-commerce, or political interest | Does not violate law | NA | NA | May violate law | ||
| The Mosaico materials are completely free from advertising, brand promotion, or political content. Lessons and visuals focus on literacy, phonics, and cultural learning without reference to products, companies, or political ideas. The program maintains a neutral, age-appropriate tone throughout and supports instructional objectives without outside influence. | ||||||
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. | ||
| Novice low: Listening and Speaking Skills, Mosaico provide activities that build comprehension of spoken Spanish through stories, conversations, and instructions. Opportunities for students to practice speaking, such as repeating phrases, answering questions, or engaging in dialogues Reading skills in Spanish covered, such as letter-sound relationships, phonemic awareness, and decoding common words. Writing development in Spanish, including forming letters, spelling high-frequency words, and simple sentence construction. No much cultural competence. | ||||||
| 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 platform is user-friendly and well-organized for both teachers and students. Educators can easily assign lessons, monitor progress, and access resources through a clear and intuitive dashboard. Students navigate engaging, age-appropriate activities with visual and audio support that guide them step by step. The layout helps maintain attention and independence while 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. | ||
| Mosaico provides strong instructional support for teachers through structured lesson plans, pacing guides, and a variety of engaging classroom resources. The program includes visual aids, audio activities, and interactive exercises that help reinforce each learning objective. Teachers have access to ongoing assessments, lesson differentiation options, and clear directions that make implementation simple and effective. The materials support language learning and keep students motivated and actively involved. | ||||||
| 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. | ||
| Mosaico provides regular assessments at the end of lessons and units that measure language and literacy progress. While the assessments effectively check comprehension, phonics, and writing development, they do not include a strong cultural component. The focus is primarily linguistic rather than cultural. | ||||||
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. | ||
| Includes plenty of images and audio/visual examples in Spanish to support learning. These visuals and sounds help students understand vocabulary, pronunciation, and cultural context better | ||||||
| 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. | ||
| Easy to open the material easily No errors/broken links/issues with the material and being accessible | ||||||
| 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. | ||
| Mosaico offers some adaptability for diverse classroom needs. Lessons can be easily modified for individual, small-group, or whole-class instruction. The program includes visual, auditory, and kinesthetic activities that support different learning styles and proficiency levels. Teachers can adjust lesson pacing and lesson difficulty to meet student needs, making the materials flexible and effective for early language development. | ||||||
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). | ||
| Diverse characters in the stories. A little bit of Spanish-speaking cultures | ||||||
| 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) | ||
| Promotes respect and understanding through some activities | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807