Érase una vez Level 3: A Spanish Comprehension-Based Readers Program 1e ©2026
Core Code Alignment
Foreign Language
Spanish for Spanish speakers
03080000035: Spanish/Spanish third Year - Honors
Spanish for Spanish speakers
03080000035: Spanish/Spanish third Year - Honors
Recommendation
Reviewed, Not Recommended
Evaluation
The material was reviewed and deemed not recommended due to inappropriate content. The stories, centered on American students traveling to Spain, include inaccurate and culturally insensitive portrayals, such as the depiction of Romani people living in caves, which is factually incorrect and contrary to Spanish cultural norms. Additionally, some characterizations express negative judgments about certain groups, which may violate state regulations regarding respectful representation.
The navigation of the material was initially challenging but became manageable with familiarity. The activities presented a lack of diversity, often repeating similar formats throughout. While the book provides a foundational introduction to the language, it does not offer progressive or advanced content. Comprehensive language learning relies heavily on supplementary books and stories beyond this material.
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 | ||
| Some Level 3 books include sensitive content such as references to death, blood, and violence (Noches Misteriosas en Granada) and brief mentions of crime and killing in related materials. Other books, including Frida Kahlo, 48 Horas, and Robo en la noche, are appropriate and educational. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Most Level 3 materials are respectful and inclusive. Frida Kahlo portrays the artist’s disability in a positive and empowering way, emphasizing strength and resilience rather than bias. However, Noches Misteriosas en Granada includes a scene linking a Romani (“Gypsy”) woman to cave dwelling, which reflects an outdated and inaccurate stereotype of the Romani community. Although maybe unintended, this portrayal may be inappropriate. " | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The Level 3 materials respect students’ constitutional freedoms. Historical and cultural references are presented objectively without promoting or opposing any political or religious belief. No evidence of ideological bias was found. | ||||||
| Free from advertising, e-commerce, or political interest | Does not violate law | NA | NA | May violate law | ||
| The Level 3 collection includes commercial references, primarily within the Selena materials. Several PDFs display recognizable brands, specifically Coca-Cola, and Chanel No. 5 perfume. These materials likely constitute advertising and product placement, which violate the requirement that instructional resources remain free from commercial or political 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. | ||
| I can identify some of the core standards addressed, though not all are clearly represented. In our opinion, the book supports language learning primarily through reading-based activities.The Level 3 collection includes a variety of activities that support reading, writing, and listening. However, some texts include sensitive images or content, or stereotyped characters that do not seem to fully align with the Utah World Languages Core Standards. Frida Kahlo, Robo en la noche, and 48 Horas support language and cultural goals effectively, while Noches Misteriosas en Granada and Selena contain content that may not be best for middle school instructional objectives and practices. | ||||||
| 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. | ||
| It is easier to navigate after reviewing 2 more book of the same publisher. All materials were accessible and easy to navigate. Audio files and interactive components functioned properly during review. No technical issues were encountered. | ||||||
| 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. | ||
| This Level 3 materials include a variety of reading, writing, and listening activities that support language development. However, sensitive themes and occasional cultural inaccuracies will require teachers to exercise discretion and adapt them as appropriate to their classroom. Limited instructional guidance is provided for addressing these topics. | ||||||
| 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 Level 3 materials include multiple assessment activities for reading, writing, and listening that support language evaluation. However, the presence of sensitive or violent themes in some texts may result in teachers limiting their use in their classrooms. Teachers would need to adapt or omit certain sections to ensure age-appropriate assessments and any adaptations may weaken the effectiveness of the assessments. | ||||||
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 Level 3 collection contains several inappropriate visuals for middle school audiences. For example, in Selena, an image depicts the moment of the artist’s shooting, which is clearly inappropriate. Noches Misteriosas en Granada and 48 Horas also include violent or suspenseful imagery. Although Frida Kahlo and Robo en la noche present appropriate educational visuals, the overall collection includes scenes and graphics that do not meet state sensitivity and age-appropriateness standards. | ||||||
| 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. | ||
| All materials meet technical standards. The files are clear, well-formatted, and easy to access. Audio components and digital activities function properly, and no formatting or accessibility issues were encountered. | ||||||
| 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 some titles such as Frida Kahlo and Robo en la noche could be linguistically adapted, the overall Level 3 collection lacks flexibility for lesson differentiation. Sensitive and violent content in Selena and Noches Misteriosas en Granada might make adaptation difficult, and no teacher guidance or support materials are provided to adjust for diverse learner needs. We dont think activities and assessments can match different learning styles. | ||||||
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 Level 3 collection includes valuable cultural perspectives through works like Frida Kahlo, Selena, and Robo en la noche, which highlight Latin American history, art, and identity. However, Noches Misteriosas en Granada contains a culturally inaccurate portrayal of a Romani (“Gypsy”) character, which may reinforce stereotypes. Overall, the materials support cultural learning but require caution to ensure accurate and inclusive representation. It also offers valuable cultural insights into various Spanish-speaking countries, which is an important strength of the book. However, in our opinion, some of the content could be more engaging to better capture and maintain students’ interest." | ||||||
| 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) | ||
| Several Level 3 titles, such as Frida Kahlo, Selena, and Robo en la noche, promote positive values including resilience, responsibility, and empathy. However, Noches Misteriosas en Granada and 48 Horas contain violent or suspenseful elements that do not consistently support the development of positive character traits. It teaches the language but doesn’t really encourage being a good citizen | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807