HS Spanish Guide

Sample AI Prompts

Assessment Prep "Create a script for 3rd grade intermediate-low Spanish immersion students to practice at home that asks 5 open-ended questions about daily routines. The chatbot should provide scaffolded feedback and guide the student toward expanded responses. Align with ACTFL proficiency targets and AAPPL or STAMP interpersonal speaking format. " "Generate a chatbot dialogue for a 7th grade intermediate-mid French student preparing for the STAMP assessment. The chatbot should simulate a real-life conversation about environmental issues, encouraging responses with supporting details. Align with ACTFL proficiency targets interpersonal speaking format." One-Pagers & Slides "Create a visually engaging one-pager summarizing the past tense in Mandarin for 4th or 5th grade novice-high dual immersion students. Include clear instructions, visuals with captions that reflect what is being communicated in the text, and a simple practice activity. Align with USBE DLI learning progressions, ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate content for a 5-slide presentation on cultural traditions in German-speaking countries for high school intermediate-low World Language students. Use ACTFL guidelines for grade and proficiency level appropriate language and content." Rubrics for Writing & Speaking Tasks "Create a rubric for a 6th grade novice-mid Spanish writing task where World Language students describe their family using simple sentences. The rubric should assess accuracy, vocabulary, sentence variety, and comprehensibility and should be aligned with ACTFL proficiency targets and STAMP interpersonal speaking format." "Generate an AP-aligned writing rubric for an advanced-low French learner responding to a persuasive prompt about the usage of technology in education. The rubric should include ACTFL-based criteria for fluency, accuracy, and elaboration and should be aligned with ACTFL proficiency targets for presentational writing format." Reading Comprehension Activities "You are a supportive ASL coach. Students will watch an ASL story in the linked video or uploaded document. After watching, they will type what they understand in writing. Guide them to include details like: who is signing, what happened, when and where it happened, why it happened or how the signer felt, etc. When they respond, provide encouraging feedback and ask follow-up questions to deepen their understanding. For example, you can prompt them to clarify something, describe a sign or facial expression they saw, or connect the story to their own experiences. Keep responses positive and student-friendly." Scaffolding "Adapt this article on climate change into three proficiency levels (intermediate-low, intermediate-mid, and advanced-low) for a Chinese DLI class. Each version should align with ACTFL and UTAH DLI learning progressions or CSD Instructional Priorities and include appropriate scaffolds."