Teacher’s Guide Latin America Spanish Level 3

258 Pages·2006·1.88 MB·English

by  Helen Altin

Teacher’s Guide
Spanish
Level 3
Latin America
Teacher’s Guide
Spanish
Level 3
Latin America
MAN-TG-ESP-L3-V2.2
ISBN 978-1-58022-506-9
All information in this document is subject to change without notice. This document is provided for
informational purposes only and Rosetta Stone Ltd. makes no guarantees, representations or warranties,
either express or implied, about the information contained within the document or about the document
®
itself. Rosetta Stone , Language Learning Success™, and Dynamic Immersion™, are trademarks of
Rosetta Stone Ltd. Copyright © 2007 Rosetta Stone Ltd. All rights reserved.
Printed in the United States of America
T2 Teacher’s Guide
The Original Rosetta Stone
In 1799 French soldiers uncovered a large piece of carved basalt. The discovery was extraordinary, for the writing
on the stone appeared in two languages and three scripts. The stone was nearly 2000 years old. It was named
Rosetta, the English translation for the town where it was discovered, Rashid, Egypt.
Agroup of priests created the stone in 196 BC to honor Ptolemy VEpiphanes and to recognize his accomplishments
as pharaoh of Egypt.
The Rosetta Stone solved the mystery of ancient Egyptian hieroglyphics. The writing, in Egyptian and Greek, was
divided into three sections. Each contained the same message.
At the time of the inscription, Egyptians wrote in three scripts: hieroglyphic Egyptian, demotic Egyptian, and Greek.
Each script had a specific use. Religious and other important documents were composed in hieroglyphs, everyday
writings used the demotic script, and the rulers spoke and wrote Greek. The writers of the Rosetta Stone ensured
that all priests, government officials, and rulers could read the message and appreciate its significance.
Jean-Francois Champollion, a French linguist, first deciphered both the ideograms (pictures that represent things or
ideas) and phonograms (pictures that represent sounds) engraved on the Rosetta Stone. He took the first steps
toward understanding ancient Egyptian culture and language.
This priceless artifact, housed in the British Museum in London, represents the key to solving any great mystery.
Just as the stone unlocked the mysteries of ancient Egypt, our software will unlock new languages and cultures.
TeacherInformation
Before beginning the program it is recommended that you review:
Student Management System (SMS) Manual
After reading this book, install the system and set up your class so they are ready to use the computer software
program.
SMS Instructional Video
This multimedia presentation provides information for both administrators and teachers and instructions on using
the SMS.
Handbook forTeachers
This will explain the methodology of this handbook and of Rosetta Stone.
Teacher’s Guide T3
Teacher’s Guide to Rosetta Stone
Welcome and Introduction
Welcome to the Rosetta Stone Teacher’s Guide. We’re pleased to have this opportunity to work with you in
achieving your goals for the Spanish language classroom.
Over the past two decades, we’ve all seen a dramatic increase in the number of U.S. students learning new
languages. In higher education, for example, the number of students studying foreign languages increased 17% from
1998 to 2002 and increased over 40% between 1986 and 2002. Not surprisingly, nearly 50% of foreign language
students since 1986 have studied Spanish.
As student enrollment increases and standards rise, your work in the classroom becomes all the more valuable—and
all the more demanding. From thousands of teachers like you, we’ve learned about the successes and challenges you
experience, and since 1994 we’ve been working to provide language-learning software that overcomes those
classroom challenges and multiplies your successes.
OurGoal
That’s our goal with this guide: to enhance your effectiveness in the classroom with the best technology tools
available for teaching new languages. By linking our expertise with yours, we together can help students develop
and master Spanish language skills for listening comprehension, reading, speaking, and writing.
How We Teach: Dynamic Immersion™
Rosetta Stone’s Dynamic Immersion method makes it possible for your students to work and think exclusively in
the new language from the very beginning. By attaching new language meaning to real-life images directly—that
means without native-language translations, explicit grammar instruction, or memorization drills—Rosetta Stone
recreates the environment and the processes we all used to learn our first language. As a result, all your students,
regardless of their ages, abilities, or language backgrounds, can acquire new language skills quickly and easily using
their innate language-learning abilities.
Rosetta Stone achieves this result by merging genuine immersion instruction with fully interactive, multimedia
technology in a step-by-step sequence of lessons. We combine the voices of native speakers, written text, and vivid
real-life images to teach new words and grammar inductively, through a process of creative discovery. Students
indicate comprehension at every step and the computer provides instant feedback—features that enable your
students to monitor their own progress and take ownership of their lessons.
This individualized, building-block approach gives your students a continuous experience of success from the start.
Day after day, they come to class with the confidence and the language skills to participate in classroom activities.
This allows you to focus on what you do best: using the social, conversational environment of the classroom to
prepare them for communicating in Spanish in everyday life.
T4 Teacher’s Guide
Blended Learning: Rosetta Stone and the Language Classroom
Complementary Strengths
Rosetta Stone is designed to enhance language instruction by combining the strengths of computer-based learning
and classroom-based learning. In this blended model, the computer and the language classroom play distinct yet
complementary roles. Consider the following diagram.
The rectangle below represents the time devoted to new language acquisition, from novice to native proficiency.
In a blended solution, Rosetta Stone and the language classroom each provide part of the instruction, represented
by segments to the left and right of the diagonal line, respectively.
Learning in Context: The Language Classroom
• expanded vocabulary
• usage and descriptions
• conversation and culture
Learning on Computer: Rosetta Stone
• new vocabulary
• language structures
• comprehension and production skills
0 3 Language Learning Stages 8 10
Novice Intermediate Advanced Native
Unique Strengths: Novice and Native Stages
Rosetta Stone
Rosetta Stone is uniquely designed to handle instruction in the earlier stages of the language-learning process. This
stage of new language learning includes rapid acquisition of vocabulary and basic language structures. Rosetta
Stone delivers this instruction tirelessly while individualizing instruction according to each learner’s pace, learning
style, and schedule.
The Language Classroom
Your classroom is the ideal context for the later stages of the language-learning process, focusing on conversations,
community, and culture. The classroom provides this instruction naturally in a social, conversational environment
that prepares learners for real-life communication.
Combined Strengths: Intermediate and Advanced Stages
Between the early and later stages of new language learning, Rosetta Stone and your classroom combine their
strengths with Rosetta Stone’s role in developing basic and intermediate language, language structures, and
language-learning skills, gradually giving way to your emphasis on conversation and communication in the
classroom.
Conclusion
Rosetta Stone and the language classroom combine their respective strengths, experience, and expertise to provide
an unparalleled blended solution for language-learning needs. Used from the very beginning of the language-
learning process, Rosetta Stone’s computer-based instruction quickly prepares students for the classroom, allowing
you to focus your time and expertise on classroom activities that prepare students for using the language in real life.
Together, Rosetta Stone and your classroom provide the flexibility, efficiency, and effectiveness to ensure language-
learning success.
Teacher’s Guide T5
Rosetta Stone Teacher's Guide Instructional Strategy
The Rosetta Stone Handbook for Teacherswas written for experienced as well as novice language educators. The
text, written primarily in English, is appropriate for substitute teachers as well.
Each section contains headings that are taken directly from nationally recognized foreign language curriculum
requirements. The headings are:
Enrichment/Unit Projects:
These activities help you increase the level of difficulty of the language lesson. This section is designed to meet the
needs of students who are working at or above grade level.
Themes:
The main theme(s) of each lesson.
Materials:
Alist of materials you may need for the lesson.
Pre-Lesson Activity:
These activities were written to systematically introduce or reinforce vocabulary words.
Content Integration:
Relates the language content to core subjects such as language arts, math, science, and social studies.
Using Multiple Intelligence Strategies:
The activities written in this section accommodate students with various learning styles. The types of activities are
from Howard Gardner’s Multiple Intelligence Theories.
Post-Lesson Activities:
These activities are meant to be completed after the student has completed the lesson in the Rosetta Stone software.
Students should complete these activities in Spanish.
Conversation:
These activities are designed for the students to practice speaking Spanish.
Modifications:
Suggestions for adapting language lessons.
We wrote the activities in this handbook to appeal to the largest number of students possible. You should take from
this handbook what works for your students and leave what doesn’t work. The Rosetta Stone language-learning
program naturally customizes to the abilities of your students, and we ask you to do the same with the Rosetta Stone
Handbook for Teachers.
Supplementary Material Descriptions
Rosetta Stone provides a range of printed supplemental materials that extend the learning content of the Rosetta
Stone lessons to the classroom. These supplemental materials are developed in response to customer demand and
are available for the most requested languages and program levels. Please refer to Table 1 for a complete list of
available supplemental materials.
Curriculum Text:The Curriculum Text lists the content of each lesson, in sequence, and includes an index to all
words in the program. This reference allows teachers to see at a glance what their students are learning in each
lesson, and enables them to incorporate Rosetta Stone content into the classroom curriculum. The index to all words
in the program identifies the units and lessons where words are first introduced and then reinforced.
Workbook:The Workbook includes a worksheet for each lesson in the Rosetta Stone program and includes an
answer key. Avariety of exercises reinforces the students’learning while helping them to expand their
comprehension and writing skills. The Workbook can be used as added practice in class or at home, as daily
quizzes, or as a quick check for comprehension in each lesson. An answer key is provided.
T6 Teacher’s Guide
Student Study Guide:The Student Study Guide provides detail on new vocabulary, grammar, and usage in each
Rosetta Stone lesson. The Student Study Guide also allows teachers to highlight points of grammar and usage as
they occur in the program, and incorporate these highlights into classroom study.
Quizzes & Tests:The Quizzes & Tests represent a collection of quizzes and tests covering material from each
lesson of the Rosetta Stone program. The Quizzes & Tests can be utilized for placement and assessment of learning.
An answer key is provided.
Administratorand InstructorResources
Several resources are available to assist administrators and instructors installing, running and implementing Rosetta
Stone and the Student Management System. The following provides a brief description of these resources.
User’s Guide:The User’s Guide provides information on how to install and run Rosetta Stone. An introduction to
Rosetta Stone explains the different learning exercises available and other special features of the program. In
addition, details regarding program operation and settings are provided.
Student Management System (SMS) Instructional Video:The Student Management System (SMS) Instructional
Video provides information for both administrators and instructors on using the SMS. This multimedia presentation
guides users through the features of the SMS from establishing users in the system to setting up classes, tracks, and
lesson plans for student study. Instructors can click on a specific topic or view the entire presentation.
Student Management System (SMS) Manual:The Student Management System (SMS) Manual offers a printed
resource focused on the installation, usage, and functionality of the SMS. Like the SMS Instructional Video, the
manual provides a step-by-step approach to the installation of the SMS. In addition, administrators and instructors
are provided with a detailed overview of the features of the SMS. AQuick Start example that walks through setting
up a class, track, and lesson plan is provided. Adetailed description of the pre-loaded activity sets used to work
through lesson plans is provided.
Table 1: Available Supplementary Materials
Workbook Quizzes & Test
Language/Level Curriculum Text + Answer Key Study Guide + Answer Key
English US 1 X X X X
English US 2 X X X X
English US 3 X X X
German 1 X X X
German 2 X X
Spanish 1 (Latin America) X X X X
Spanish 2 (Latin America) X X Under Development
Spanish 3 (Latin America) X X X
French 1 X X X
French 2 X X
All other languages/levels X
Teacher’s Guide T7
Student Management System
The Student Management System (SMS) allows teachers to control and monitor student study in Rosetta Stone.
Instructors design the course of study for students, and students are guided through that work automatically.
Through the SMS, the instructor can create lessons that focus on individual language skills or combinations of
different skills as needed. The SMS records the progress of students and allows instructors the ability to generate
reports based on student information.
Student Features:
• Students log into the SMS with unique, instructor-assigned user IDs and passwords.
• At the end of every session, the SMS bookmarks the students’place in the material. When the students log in
again, they are taken to this bookmark and start where they left off in the previous session.
• Student preferences for settings, like volume and sound effects, are restored at each login.
InstructorFeatures:
• Instructors can create lesson plans for entire classes or for individualized study. Instructors are able to create
special study tracks for students within classes. These tracks can be used to quickly transition a set of students
from one assignment to another.
• Instructors assign exercises and tests for student study along with a proficiency level that students must meet
before completing a lesson. Instructors set proficiency levels that must be achieved before new material can be
studied.
• The SMS provides pre-programmed sequences of study aids, or activity sets, that aid in presenting the Rosetta
Stone material. This allows instructors to control the activities that present and test the material. Instructors can
also choose to design their own activities used in lesson plans.
• Instructors are able to produce reports of student progress and test results. The SMS allows teachers to analyze
student achievement by recording each student’s number of attempts at an assigned lesson plan, time on task, and
scores. Reports can be printed or exported for use in another program.
• Instructors can view and control student activity by class, by tracks within a class, or by individual students.
• Instructors and students can work on the SMS at the same time. The SMS protects records that are currently in use
from being modified.
• Instructors can enroll students in multiple classes.
• The SMS automatically guides student study according to the instructor’s design and tracks students’work.
The Student Management System(SMS) Instructional Video andStudent Management System (SMS) Manual
provide instructors with information regarding the step-by-step setup and utilization of the program.
T8 Teacher’s Guide
Rosetta Stone Online Delivery
The Rosetta Stone Online Language Learning Center (OLLC) provides an online solution to delivery of Rosetta
Stone. The OLLC allows schools to connect multiple users via the Internet to a personalized networked program
from any location. All that is required of users is a computer with Shockwave installed and an Internet connection.
Instructors register students and monitor the progress of student learning through several reporting options. One or
more languages can be provided through the OLLC.
Student Features:
• Students can access the easy-to-use interface with an Internet connection via login with an assigned
username and password.
• Color coding for each assignment is provided to indicate whether or not an assignment has been started, is in
progress, or has been completed.
• Units are broken down into a series of assignments for each lesson that cover a variety of language skills.
Arecommended goal is provided as a requirement for student performance. Students are given feedback as to
whether their performance has met the requirement.
AdministratorFeatures:
• Aschool receives its own OLLC, or web portal, that is unique to that school.
Example: http://abcschool.onlinelanguagelearning.com
• The language content on the OLLC is the same as the CD-ROM program, and all content is delivered online.
• Instructors have access to an Admin portal that will allow for the registration of users, deactivation of inactive
users, and progress tracking and reporting of existing users.
• The OLLC includes guided paths, allowing teachers to assign students to pre-programmed lesson plans based on
desired objectives (listening and speaking focus, reading and writing focus, or general path focusing on all skills
equally). Instructors assign a path of study for each user in the program. This feature eliminates the need for
instructors to design lesson plans.
• Instructors can access this easy-to-use interface with an Internet connection.
• Supplemental materials are provided in an electronic form for use in the classroom. These materials can be easily
downloaded and duplicated.
• Instructors can monitor and redirect student study by using the reporting features available. Reporting is provided
from the “all users” to the “individual” student level. Reports can be either printed directly from the site or
downloaded for use in another program.
• All language skills (Listening, Speaking, Reading, and Writing) are represented in the assignments.
The OLLC Guide for Teachers and Administratorsprovides detailed information regarding use and implementation
of the OLLC.
Teacher’s Guide T9