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Communication
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1.Are students introduced to appropriate
vocabulary?
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3
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2.Is the vocabulary functional, thematic,
authentic, and practical?
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3.Do the activities move from controlled to
transitional to communicative? Is there a balance between listening, speaking,
reading, and writing?
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4. Are there a variety of meaningful
activities that provide opportunities for individual, paired, cooperative
learning, and information gap activities?
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5. Are the activities set in an
age-appropriate context and are they level-appropriate?
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6. Is there continuity in the presentation
of concepts that builds in a constant review of vocabulary?
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7. Are grammatical concepts presented in a
meaningful manner?
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8. Is grammar presented in an appropriate
way?
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Cultures
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1. Are there are wide variety of authentic,
up-to-date visual images of the Spanish-speaking cultures?
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2.Is the cultural information student-centered to
stimulate interest?
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3.Is a broad range and diverse
representation of countries presented?
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4. Does the teaching of the Spanish-speaking
culture encourage the learners to explore their own culture?
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5. Are both "Little c" and "Big C" culture
represented?
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Connections
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1.
Are the students afforded opportunities to utilize the target language in
the community?
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2. Are there themes that encourage projects
outside the classroom?
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Comparisons
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1.Are students asked to look at their own native
language and compare it to other varieties of Spanish?
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2. Are students asked to compare their own
culture and make comparisons with the other cultures to discover similar and
different cultural concepts and patterns?
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Communities
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1.Are students provided with role models or
individuals from their community that speaks Spanish?
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2.Are students given examples of ways they
can use their Spanish in the future beyond the school experience?
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Language Systems
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1. Is there sufficient oral and written
practice of the grammar concepts that lead to meaningful usage of the
language?
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2. Is there grammar summary tables in appendices?
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Cultural Knowledge
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1. Is the cultural content accurate and
current?
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2. Are the cultural notes/readings
interesting, significant, and appropriate for the age level?
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3. Coverage of all
Spanish-speaking regions in USA as well Hispanics countries.?
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4. Is there an appropriate coverage of the
Spanish-speaking countries?
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Learning Strategies
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1. Does the text provide the
learners with strategies at point of use to help them be successful
listeners,
speakers, readers, and writers of the language?
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2. Are pair and cooperative learning
activities plentiful and meaningful?
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3. Are the multiple
intelligences (such as visual, musical, and kinesthetic) utilized so as to
support the variety of learner types in the classroom?
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Critical Thinking Skills
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1. Are students asked to do more than rote
memorization and recall?
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2. Are the students asked to
utilize the higher order thinking skills of analysis, synthesis, and
evaluation in every chapter and are expectations reasonable?
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Technology
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1. Does the program have a video that is
integrated with the text?
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2. Does the program have a CD-ROM that
provides meaningful and interactive practice?
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3. Does the program have a website?
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4. Does the program suggest engaging,
worthwhile Internet activities?
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Other Features
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1. Is the general appearance of the text and
accompanying ancillaries attractive and inviting?
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2. Are the chapters/units well organized and
offer easy progression?
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3. Is the teacher's edition well organized
with practical teaching suggestions at the point of need?
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4. Is the program easily adaptable to fit
different teaching situations or schedule configurations?
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5. Does it offer native speaker placements
evaluations?
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Inclusion/Equity/Diversity Issues Criteria
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1. Subject matter covers a spectrum of accomplishments and contributions by
all sexes, ethics groups and physical conditions
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2. Pronouns and descriptors of both sexes are used equally Nouns,
adjectives, terms and illustrations are non-stereotypical and non-prejudicial
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3. Students of both sexes and various cultures and physical conditions will
use the materials without feeling excluded, estranged or diminished
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