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Table of Contents

Language Level Descriptions ..................................................... 1

Rosetta Stone® Manager Default Scoring .................................... 2

Curriculum Activities ................................................................. 3

Content Descriptions

Level 1 ........................................................................... 4

Level 2 ........................................................................... 5

Level 3 ........................................................................... 6

Level 4 ........................................................................... 7

Level 5 ........................................................................... 9

Curricula Templates ................................................................ 11

Predefined Curricula Descriptions ........................................... 12

Learner Lists ............................................................................... 13

Rosetta Stone® Manager Reports ............................................. 15

Using Supplementary Materials ............................................... 19

Glossary .................................................................................. 20

Notes ...................................................................................... 21

Notes

© 2010 Rosetta Stone Ltd. All rights reserved. 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 this information contained within the document or about the document itself. Rosetta Stone® and Adaptive Recall® are registered trademarks of Rosetta Stone Ltd. Any additional trademarks included herein are the property of their respective owners.

Printed in the United States of America.

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Language Level Descriptions

Level 3: Connect with the world around you by building on the language fundamentals and conversational skills you developed in Levels 1 and 2. Learn to share your ideas and opinions, express your feelings, and talk about everyday life, your interests, your work, current events, and much more

Level 4: Deepen your understanding of the language as you build on your success achieved in Levels 1, 2 & 3. Negotiate complex situations with confidence and accuracy. Develop conversational skills to navigate the workplace, care for your health, arrange repairs, and move abroad. Learn language for driving, planning adventures, and much more.

Level 5: Develop command of the language as you refine the crucial communication skills you acquired in Levels 1-4. Effectively handle emergency situations. Discuss entertainment and culture, government, and the marketplace. Get to know the neighborhood. Discuss family, traditions, and celebrate success.

Language Level Descriptions

C onnecting meaning to new language through images R einforcing known words I ntroducing new words in the context of already known words B uilding grammatically correct structure S orting it out

Level 1: Build a foundation of fundamental vocabulary and essential language structure. Gain the confidence to master basic conversational skills, including greetings and introductions, simple questions and answers, shopping, and much more.

Level 2: Navigate your surroundings as you build on the vocabulary and essential language structure learned in Level 1. Learn to talk about your environment such as giving and getting directions, using transportation, telling time, dining out, enjoying basic social interactions, and much more.

Level 1

Level 2

Level 3

Level 4

Level 5

Rosetta Stone Learning Strategies

2

Rosetta Stone Manager Default Scoring

Rosetta Stone Manager Default Scoring

90%

Vocabulary

Grammar

Listening

Listening &Reading

Core Lesson

Review

85%

75%

Speaking

Pronunciation

Milestones

Writing

Rosetta Stone® Manager Default Scoring lets the Administrator know what the minimum score defaults are for each Activity. Learners will know when they have achieved the minimum score when they receive a check mark on the Activity within their path of study.

*Minimums can be modifi ed by customizing Curriculum in Rosetta Stone Manager.

Reading

3Curriculum Activities

Curriculum ActivitiesEach learner is assigned a curriculum or learner path of study when registered in Rosetta Stone® Manager. The selected curriculum consists of a sequence of activities that may include Core Lessons, Focused Activities, Review Activities, Milestones, and Microstones (Levels 4 & 5 only). The assigned curriculum is selected for learners based on the course objectives of the classroom.

The Course View shows that every level of Rosetta Stone is divided into four units. A curriculum or learner path of study is assigned for each unit.

Assigned curriculum or learner paths of study contain a selection of the following Activities:

• Core Lesson • Listening and Reading • Speaking• Pronunciation • Reading • Review• Vocabulary • Writing • Milestone• Grammar • Listening • Microstone

In the Explore View, Activities in the Lesson color are included in the assigned curriculum. Grayed Activities are not included in the curriculum. Learners can select any listed activities in the Explore view. However, selecting any of the Grayed Activities will not count toward learner progress and will not show up in the reports for their assigned curriculum in Rosetta Stone Manager.

The Core Lesson is the main Activity that teaches language. It includes a variety of exercises designed to introduce you to new language content.

The Pronunciation Activity focuses on refining your pronunciation by breaking down the words and giving you detailed visual feedback to compare your speech to that of the native speaker.

Vocabulary is reinforced through a combination of images, reading, and listening exercises to help you practice your new words.

The Grammar Activity helps you focus on the grammatical structures of the language you have learned. Rosetta Stone builds on Listening and Reading skills to reinforce the connection between spoken and written text.

The Reading Activity introduces sounds and letters from your new language and builds your reading ability as you learn.

The Writing Activity guides you into recognizing the alphabet and learning to spell words in the language you are learning.

The Listening Activity provides added training in listening comprehension.

The Speaking Activity gives you plenty of speech practice, so you’re confident speaking right away.

The Review brings back content you’ve mastered in previous Activities for reinforcement.

The Milestone Activity lets the learner engage in conversation with the computer using proprietary speech recognition. The learner draws from the context to form their questions and responses to keep the conversation going.

Focu

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Act

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The Microstone Activity is available for Levels 4 & 5 of selected languages only. This Activity offers additional opportunities to practice conversations through embedded vignettes in the Core Lessons (where language is learned) and selected Focused Activities (where language is reinforced and skills are built). Microstones use relevant, real-world topics to teach vocabulary and grammar in the context of an extended conversation.

4 Content Descriptions

Content DescriptionsThe following are Content Descriptions for each level of Rosetta Stone. Each description is divided into the units of study for each level. For each unit, the mission of the content is provided for the core lessons and a context description of the milestones and microstones (when applicable).

Unit 1 Language Basics

Lesson 1Definite and indefinite articles; singular, plural and gendered nouns; third person singular and plural personal subject pronouns; subject-verb agreement

Lesson 2 Direct objects, negation, mixed-gendered “they,” questions with “What,” “yes/no” questions

Lesson 3 Colors, adjectives, professions, first and second person pronouns

Lesson 4 Numbers 1-6, clothing, questions with “Who” and “How many”

MilestoneYou are on a hiking trip with your dog and meet two other hikers. You share a conversation, prepare a meal, and visit a scenic location.

Unit 2 Family and Friends

Lesson 1 Possessive pronouns, family relations, numbers 7-12, ages

Lesson 2 Prepositions, terms for dwellings and household items/rooms, family relationships

Lesson 3 Introductions, landmarks, locations, conversational dialogue

Lesson 4 Physical attributes/states/descriptions

MilestoneYou are juggling on a trolley and make friends with a brother and sister. When you get to your stop, you realize the sister has left a book behind and catch up to them. You return the book and a family picture falls out. The sister tells you about the picture while the brother runs off to buy sodas. You enjoy the cold drink with your new friends and teach the boy to juggle.

Unit 3 Work and School

Lesson 1 “Work/play,” times of day, “before/after,” the conjunction “but,” numbers 13-20, time-of-day greetings

Lesson 2 Calendar terms, leisure activities, body parts, the senses

Lesson 3 Speaking/studying/teaching languages, numbers to 60

Lesson 4 Personal hygiene, “Why ... because”

MilestoneYou are throwing a dinner party and your best friend comes over to help you. Your guests arrive, you have friendly conversation and enjoy dinner. The evening wears on, your guests leave and you find your best friend in the kitchen doing the dishes for you.

Unit 4 Shopping

Lesson 1 “Want/need,” “buying/selling/shopping,” using landmarks to provide directions

Lesson 2 Terms for entertainment and sports, preferences, “more/less”

Lesson 3 Materials, merchandise, speed, weight, size, “young,” “old”

Lesson 4 Comparing and contrasting, comparatives/superlatives, “same/different”

Milestone You are running errands and doing last-minute shopping in preparation for the opening of your restaurant.

Level 1 Build a foundation of fundamental vocabulary and essential language structure.

5Content Descriptions

Unit 1 Travel

Lesson 1 Travel and destinations, spatial relationships

Lesson 2 Ordinal numbers, transportation, directions, locations

Lesson 3 Telling time, “arriving/departing,” delays, distance, cost

Lesson 4 Future tense (expectation) with “going to,” weather

MilestoneYou are in your hotel room getting ready for the opening of your show at a museum. You’re running late and get directions to the museum from the hotel concierge. You arrive at the museum to great applause from those in attendance.

Unit 2 Past and Future

Lesson 1 Past and future tenses, “giving,” letter-writing

Lesson 2 School subjects, signs, meaning/understanding

Lesson 3 Past imperfect, types of schools, workplace terms

Lesson 4 Past tense practice, polite requests with “would like,” choices with “or”

MilestoneYou are a student and have just arrived in a country where they speak the language you are learning. You get in line to get your passport stamped and have a conversation with other travelers.

Unit 3 Friends and Social Life

Lesson 1 Months of year, formal imperative, arrivals/departures, social dialogues

Lesson 2 Social interactions, helping situations, timeliness, calendar dates, terms for contact information

Lesson 3 Celebrations, meal courses, requirements, possession

Lesson 4 Fine arts terms, quality terms (“good/better/best/bad/worse/worst”), “busy/free,” apologies

Milestone You are preparing for a roof party you are hosting for your neighbors.

Unit 4 Dining and Vacation

Lesson 1 Future tense (expectation, aspiration) with “will,” food terms, adverbs (“very”)

Lesson 2 Terms for art, architecture, music, “ancient/modern/famous” landmarks, seeking and finding

Lesson 3 Emotions, places of worship, duration, travel and lodging arrangements, sequencing with “First/Then/Finally”

Lesson 4 Vacation vocabulary, qualifiers (“some/a lot of”), negative imperatives

Milestone You and your spouse are on a vacation. During your trip, you go sailing and end your day with dinner on the beach.

Level 2 Navigate your surroundings and build on the vocabulary and essential language structure learned in Level 1.


Unit 1 Home and Health

Lesson 1 Terms for home, garden and backyard activities, “easy/difficult”

Lesson 2 Terms for household items, appliances, activities and chores

Lesson 3 Terms for strength and physical activity, “should/always/sometimes/never”

Lesson 4 Terms for body parts/physical injury/illness, “What happened?,” “What is wrong?,” “Be careful.”

Milestone You and a fellow carpenter finish a house renovation project, despite some mishaps. Your clients are thrilled with the final product.

Unit 2 Life and World

Lesson 1 Present subjunctive tense, “win/lose,” “no one/everyone,” “nothing/everything”

Lesson 2 Present perfect tense, continents, life milestones, emotions

Lesson 3 Compass directions, oceans, botanical terms, possessive pronouns

Lesson 4 Terms for mammals/birds/insects/amphibians; “beautiful/ugly,” “dangerous,” more possessive pronouns

Milestone You’re a couple driving in the country and your car breaks down. A family helps you and fixes your car.

Unit 3 Places and Events

Lesson 1 “To believe” (opinion or judgment), “correct/incorrect,” “appropriate/inappropriate,” consequence with “If … then”

Lesson 2 Terms for currency exchanges and transactions “like this” (in this manner), “would” (present conditional)

Lesson 3 Portions, shapes, weights, measurements, “at least,” “almost”

Lesson 4 Household repair tools, weight/measure/temperature tools, culinary terms

Milestone You and your son rent a vacation house. You find a mysterious key and go on a hunt to find the lock or door that the key opens.

Unit 4 Talking About the World

Lesson 1 Nationalities, governmental leaders, political terms, media terms

Lesson 2 Passive/impersonal construction, business terms, “agree/disagree”

Lesson 3 “Too many/too much,” “remember/forget,” “learn about/learn how”

Lesson 4 Terms for world religions, “celebrate,” “holiday,” “ready,” “Let’s go”

Milestone You and a fellow traveler are traveling in a country where festivities are underway. You engage in several conversations with the locals as excitement mounts for the occasion.

Level 3 Connect with the world around you by building on the language fundamentals and conversational skills developed in Levels 1 and 2.


Unit 1 Tourism and Recreation

Lesson 1Tourist destinations and travel guides, asking about hours of operation and buying tickets

Microstone: A family travels abroad, debates where to go while consulting references and tours cultural landmarks.

Lesson 2Terms for strength and physical activity, “should/always/sometimes/never”

Microstone: A family discusses and engages in their favorite outdoor activities.

Lesson 3Visiting an art museum, “century,” “to paint,” “to draw,” explaining favorites

Microstone: A family visits an art museum and discusses their favorite pieces.

Lesson 4Ordering dinner, restaurant vocabulary, “to follow,” “to order,” “How many people to be seated”

Microstone: A family eats at a nice restaurant and discusses the variety of menu options.

MilestoneYou are traveling in a foreign country with your husband where you take a tour of the city by bus. Later, you have lunch at the restaurant of your tour guide’s brother, where you discuss your favorite parts of the tour and plan the rest of your day.

Unit 2 Professions and Hobbies

Lesson 1

Sports, “job” and “hobby,” “together,” “alone,” discussing ideas

Microstone: A talk-show host interviews a Japanese baseball champion and a famous artist, asking them how they began their careers.

Lesson 2

Office locations and activities, “appointment” and “date,” “to design” and “to present,” “to leave a message,” review of the passive voice

Microstone: A man visits his girlfriend’s office to make a lunch appointment with her. When she misses the appointment, he reschedules and surprises her with a marriage proposal.

Lesson 3

Natural locations, “scientist,” “photographer,” “dark” and “light”

Microstone: A team of scientists and a science magazine photographer explore a cave while averting dangers with the appropriate equipment.

Lesson 4

Mailing a package, “to leave” and “to return,” “to send” and “to receive,” review of indirect objects

Microstone: A man goes through training on his first day working at the post office. He makes two deliveries, accidentally delivering them to the wrong people. Fortunately, both recipients are inspired by the mistaken packages. One designs a unique building while the other creates a unique painting.

Milestone At an art festival, you look for a picture of a waterfall your wife wishes she had taken a picture of while vacationing. You find a nature photographer and order her a picture you think that she will like with the hope that it will arrive soon.

Level 4Deepen your understanding of the language as you build on your success achieved in Levels 1, 2 & 3.


Unit 3 At Home and Around Town

Lesson 1

Moving into a new home, “to open,” “to close,” describing emotions, “to miss,” review of continuous vs. completed actions

Microstone: A young girl and her family move to a new house when her dad begins a new job. She describes the moving process and meets a new neighbor, who tells her about her new teachers. The girl and her neighbor become friends.

Lesson 2

Home repair, “to leak,” “to be damaged,” “to replace,” “locked” and “unlocked,” review of imperfect/continuous past

Microstone: A family discovers leaking pipes and damaged wires in their new house. The husband comes to the rescue to repair the plumbing issue, but they must call an electrician to repair the wires.

Lesson 3

Toys, “to break,” “to lose,” “to share,” “worried,” “embarrassed,” “surprised,” relative time “just,” “about to”

Microstone: A knowledgeable florist helps a man who forgot his girlfriend’s birthday, a woman unable to find the airport and a boy with a broken skateboard.

Lesson 4

Driving vocabulary, “mechanic,” “to enter” and “to exit,” “no problem,” “through,” “toward,” review of “to change” and the formal and informal imperative

Microstone: A young man and his drivers’ education instructor are on a practice drive when they get a flat tire. Unable to repair it, they take the car to a mechanic and get the tire replaced.

Milestone You and a friend are moving to a new country for a year so that you can better learn the language. You meet a real estate agent who shows you apartments and soon you are signing a lease and moving in!

Unit 4 Style and Personal Wellness

Lesson 1

Clothing care, “to put on” and “to take off,” describing simultaneous actions, making choices with “either,” “neither”

Microstone: A man takes his torn jacket to a tailor to get it repaired. During the repair, the tailor finds a credit card in his jacket pocket. She calls to notify him, and when picking up his card he finds his jacket is ready to take home.

Lesson 2

Getting ready, kinds of jewelry and fabric, “curly,” “straight,” “long” and “short,” “made in/product of”

Microstone: A man and a woman have a date tonight. They each prepare for the date, including washing up, getting dressed, and putting on jewelry.

Lesson 3

Health vocabulary, “Get well soon,” “Bless you,” “to be well (in good health),” “to heal,” describing continuing or completed states and actions

Microstone: A doctor investigates her patients’ ailments throughout the day including a cold, a cough, a fever, a cat allergy, a swollen eye, an itchy hand and an allergy to medicine.

Lesson 4

Shopping and cooking vocabulary, ways to prepare food, “both,” “vegetarian”

Microstone: Because a boy and his mother are coming over for dinner, a grandmother and her granddaughter are making apple cake. While discussing main course options, the granddaughter remembers that both guests are vegetarians.

Milestone You and a friend run some errands together to prepare for a neighbor’s party you both will be attending. You pick up the ingredients for an Indian soup that you bring to the party, where everyone loves it!

Level 4 (continued)


Unit 1 Business and Industry

Lesson 1

Industrial vocabulary, types of materials, “to push” and “to pull,” “to produce,” “industry,” “energy,” review of the subjunctive in adjectival clauses

Microstone: A young woman discusses equipment shown in a book about the mining industry with a boy she is babysitting. He shows her his toys which resemble the photographs in the book. They then go to visit a friend of the family who owns a real bulldozer.

Lesson 2

Retail vocabulary, “to increase” and “to decrease,” “customer” and “clerk,” “extra,” “to be out of,” “amount,” “price,” “small,” “medium,” and “large,” review of the subjunctive in dependent clauses

Microstone: A woman goes to a clothing store intending to return a dress which doesn’t fit. Because the store doesn’t carry the dress in her size, she cleverly adds a belt to the outfit and solves the problem.

Lesson 3

Agricultural vocabulary, “machine,” “midnight,” “noon,” “sunrise,” “sunset,” grouping items, review of impersonal expressions

Microstone: A woman goes to a market to buy tomatoes and discovers a price change from the previous week and discusses the causes of the change with the farmer.

Lesson 4

Customer service vocabulary, “to recommend,” “to cancel,” “to tell,” “information,” “customer service,” “earlier,” “later”

Microstone: A man calls to reschedule an appointment due to his upcoming vacation. He then calls Information to verify that his flight is not canceled because of the snow. Once at his vacation destination, he inquires about restaurants and local attractions.

Milestone You are a fashion designer traveling in a foreign country and decide to take a historical farm tour. At the gift shop, you pur-chase a historically accurate dress that you use in an original fashion design.

Unit 2 Arts and Academics

Lesson 1

Describing possibility, “might,” “could,” genres of literature and film, “to represent,” “story,” “beginning” and “end”

Microstone: A man and his girlfriend peruse a video store, only to find that they have different tastes when it comes to genre. In the end, they happily settle on a comedy.

Lesson 2

Discussing government and citizenship, “culture,” “past,” “now,” and “future,” “traditional,” “legal” and “illegal,” review of the conditional mood

Microstone: A law student from Japan travels to another country to study. A young girl from her host family is surprised that the woman is not wearing traditional Japanese clothing and that she takes off her shoes before entering a house.

Lesson 3

Mathematical functions, laboratory vocabulary, “to find out,” branches of science, review of the conditional perfect

Microstone: Students in a science class present their experiments. One woman presents her biology experiment showing that music accelerates plant growth. Another woman shows how many planets were visible to her without a telescope. A man compares and contrasts the chemical components of coffee and tea.

Lesson 4

Growing and learning, “to become,” “possible,” “impossible,” “assignment,” “exam,” “term,” “to pass,” “to fail”

Microstone: A boy worried about passing his chemistry class grapples with the temptation of cheating on his exam. After a friend encourages him to do his best instead, he is pleased with passing his exam and graduating with his friends.

Milestone You and your friend decide to go to the movies and decide to watch a film about an astronomer. You both enjoy the movie and discuss the symbolism in the film and what it meant to you.

Level 5Develop command of the language as you refine the crucial communication skills you acquired in Levels 1-4.


Unit 3 Emergency Situations

Lesson 1

Emergency vocabulary, accident, ambulance, emergency, paramedic, wound, fortunate, unfortunate (adjective and adverb forms), realize, pluperfect subjunctive with conditionals.

Microstone: A woman calls in an emergency after she and her son are in a car accident. The paramedics arrive and help save the boy from choking. The woman then recounts the events leading up to the accident for a policeman.

Lesson 2More medical vocabulary, internal organs, “serious,” “minor,” “emergency room”

Microstone: A doctor solves her patients’ problems, which include: stitching a wound and setting a cast.

Lesson 3

Natural disasters, fire department vocabulary, “normal,” “unusual,” “to volunteer,” “to donate,” “despite,” review of the imperfect subjunctive

Microstone: A volunteer enlists a young man to help install new pipes in a home destroyed by a tornado. They discuss volunteers and donations and how common they are.

Lesson 4Traveling abroad, “embassy,” “translator,” “customs,” “to own,” “to steal,” “It’s too bad that … ,” relating experiences

Microstone: A young woman recounts her experiences of being robbed, finding help at the embassy and going through customs.

MilestoneIt is a busy day at the emergency room where you work as a nurse. You treat a girl for smoke inhalation, who was the victim of a fire in her home and meet the firefighter who saved her. You update him on her condition and invite him to join your volunteer group after sharing your hobbies.

Unit 4 Family and Community

Lesson 1

Extended family, “aunt,” “uncle,” “only child” and “twin,” “to let (allow),” “to imagine,” “to tell the truth” and “to tell a lie”

Microstone: Two cousins imagine the lives of their grandmother and extended family while looking at old photographs. They visit their grandmother’s farm, exploring the house and grounds.

Lesson 2

“For example,” “It depends … ,” “Of course!,” “simple,” “complex,” “to solve,” “to depend on,” “project,” “unless,” more emotions

Microstone: A man who works at a video game design company describes his team and their project. He presents the project to their manager and has to answer a challenging question before receiving enthusiastic approval.

Lesson 3Spending time with friends, “group,” “program,” “to prefer,” “rarely” and “often,” “every” and “each”

Microstone: A woman tells the story of how she was robbed and then rescued by the man who eventually became her husband.

Lesson 4

Neighborhood vocabulary, “to change,” “to pollute,” “to recycle,” talking about common interests

Microstone: A girl shows the physical features of the area where she lives and introduces her neighbor, who talks about the changes she’s seen in the area. The girl and her family then welcome another new family to the neighborhood.

MilestoneYou and your friend volunteer for an afternoon cleaning up a city park, where you meet a man and his granddaughter. Your friend realizes she was a guest teacher at the girl’s school and the four of you work together to make a difference in your local environment.

Level 5 (continued)

11Curricula Templates

Curricula Templates

Default Settings:Curriculum settings allow you to apply typing and speaking precision. Turn off ability for learners to change the default patterns.

Lear

ner

Stud

y

Curriculum NameCore

LessonGrammar Speaking Listening

Listening & Reading

Vocabulary Pronunciation Reading Writing Review Milestones

Standard*

Speaking & Listening Focus

Reading & Writing with Intro

Reading & Writing Focus

Extended

Standard with Reading Intro

Extended with Reading Intro

Plac

emen

t Placement

Listening Placement

Reading Placement

Reading & Writing Placement

A curriculum represents the path of study that learners follow in studying their assigned language. Every learner must be assigned to a curriculum or path of study. Rosetta Stone® Manager provides three curricula options: 1) Select one of the Rosetta Stone pre-defi ned curricula templates, 2) Modify pre-defi ned curricula and make them your own, and 3) Design your own curriculum. Each assigned curriculum can include a combination of core lessons, focused activities, review activities, milestones, and microstones (when applicable).

The following table outlines the structure of the eleven Rosetta Stone pre-defi ned curricula templates. The templates consist of seven learner study curricula and four placement curricula. Using the pre-defi ned curricula is a quick way to assign learners to a path of study so that they can begin to learn a language with Rosetta Stone. Across the top of the table are the available curriculum activities and down the left-hand side are the names of the curricula templates, labeled based on the curriculum objective.

Each Core Lesson and Focused Activity is presented one time per unit. There are four units per level. There are three or fi ve levels available depending on a Learner’s language of study.

*NOTE: If you do not choose a curriculum when registering a learner in Rosetta Stone Manager, the learner will automatically be placed inthe Default Curriculum which is the Standard curriculum.

All Rosetta Stone pre-defi ned curricula templates assume a Normal Speech diffi culty level, the use of speech recognition, and typing precision that requires case and diacritic sensitivity. Learners are required to have access to a USB headset to use these paths of study, as they include activities using our proprietary Speech-Recognition technology.

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Predefined Curricula Descriptions

Predefined Curricula Descriptions

StandardThis curriculum provides a streamlined path through the language program for students learning a new language. Lessons include listening, reading, speaking, pronunciation, writing, grammar, and vocabulary activities. Adaptive Recall® tracks your student’s progress, revisiting skills that need additional development based on leaner’s performance in review activities.

Standard with Reading IntroThis curriculum expands the Standard Curriculum with reading practice of alphabet letters and sounds for students needing these skills.

ExtendedThis curriculum is optimized for practice of the content beyond the Standard Curriculum with additional practice of grammar, listening, speaking, and vocabulary skills.

Extended with Reading IntroThis curriculum expands the Extended Curriculum to include alphabet letters and sounds during reading activities for students who need this additional practice.

Reading & Writing FocusThis curriculum is an abbreviated path through the language program that focuses on the skills necessary for reading and writing the language.

Reading & Writing with IntroThis curriculum is available only for the First Level of the language. It builds on the Reading & Writing Focus curriculum, but concentrates on the characters of a given language.

Speaking & Listening FocusThis curriculum is an abbreviated path through the language program that focuses on the skills necessary for speaking the language.

PlacementThis curriculum is intended to place students with some language experience in the program by testing them on short paths to see where in a Level they should begin.

Listening PlacementThis curriculum is intended to place students in the program by testing them on their listening skills.

Reading PlacementThis curriculum is intended to place students in the program by testing them on their reading skills.

Reading & Writing PlacementThis curriculum is intended to place students in the program by testing them on their reading and writing skills.

13Learner Lists

Learner Lists

Rosetta Stone® Manager creates three types of Learner Lists: Predefined Lists, Smart Lists, and Custom Lists. These Learner Lists give administrators an easy way to generate reports, move, and manage learners.

Predefined Lists – created automatically by the Manager program. These lists are based on the individual administrators’ privileges and management groups.

Custom Lists – created by an individual administrator. These lists are static and learners are added manually by the administrator. It is viewable only by the Administrator who created it.

Smart Lists – created by an individual administrator. These lists are dynamic and are updated as learners match the criteria of the list. Smart Lists are the most commonly used because of this. It is viewable only by the Administrator who created it.

1. To create a Smart List, click on the New Smart List button on the Learner Lists page.

2. Click on Edit Smart List Rules button to begin defining the search criteria.

There are 10 fields that can be searched on to create a Smart List:

• First Name – Finds learners who have similar first names.

• Group – Finds learners based on group membership.

• Language Level – Finds learners using one level of a language (e.g. Latin Level 1).

• Curriculum – Finds learners using a specified curriculum (e.g. Standard).

• Last Activity Date – Finds learners who have used the software on, before, or after a specified date.

• Last Name – Finds learners who have similar last names.

• Notes – Finds learners with administrator defined information in the notes field.

• Registration Date – Finds learners registered on, before, or after a specified date.

• Username – Finds learners who have similar user names.

• Active – Finds all learners who are active or inactive.

Multiple fields can be searched on at once to refine a list.

14

Learner Lists (continued)

3. Click the down arrow beside First Name to choose search criteria.

To better refine a search, multiple search criteria can be used by clicking on Add search criteria.

When finished click Show Learners button.

4. Results will display to the left. Save or Save and Close to name and keep the search results as a new Smart List.

The Smart List will be available on the Learner Lists page now. It is viewable only by the Administrator who created it.

Learner Lists

15Rosetta Stone® Manager Reports

Dashboard

List Curriculum Report DetailsBy clicking Details, the List Curriculum Report will appear. This report will display the Dashboard at the top of the screen followed by the progress of all learners assigned. Progress includes Overall Score, Progress, Time Spent, Last Activity Date, and the Current Activity that the learner is completing. This report can be viewed on the screen, exported or printed.

The List Curriculum Report has three components:

– List of Learners

– Language Level

– Curriculum

List Curriculum Reports

Once a report is built, a List View will display on your report Dashboard. You can have as many List Views as needed to track the study of multiple language, and levels, as well as different assigned curricula.

The List View provides a high-level report displaying how assigned learners are progressing overall with the assigned curriculum path of study. Data from this report can be viewed on the screen or easily exported into a spreadsheet by clicking on the button located in the top right-hand corner of the List View.

Rosetta Stone Manager ReportsCustom reports can be easily developed using the reports feature in Rosetta Stone® Manager. To create a report, three components are required: 1) List of Learners, 2) Language/Level and 3) Curriculum. In Rosetta Stone Manager, click on Add a List View. Defi ne these three components and click on Generate a List Curriculum Report to create a report to monitor and manage learner progress. This will create a List View in the Report Dashboard.

Best Practices: The data exported can be used for assessment purposes at the organization level. To access more detailed reporting information, click Details in the List View.

path of study. Data from this report can be viewed on the screen or easily exported into a spreadsheet by clicking on the button

Bar Graph – Percentage of students who have completed each activity.

Line Graph – Average score of Learners who have completed the Activities.

Best Practices: This report is useful in identifying the learners that are making the best progress as well as learners that may need additional assistance. You can easily sort this data from A to Z or from high to low by clicking on any of the column headings in the report.

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Learner ReportFrom the List Curriculum Report, double-click on any individual learner to obtain a Learner Report. This report displays the overall progress for the learner at the top of the screen, followed by progress information for each activity in the learners assigned curriculum. Activity Data includes Score, Status, Time Spent, and Last Attempt. Each activity has a minimum score assigned based on the difficulty of the activity. Status will display Completed if the minimum is achieved, In Progress if the minimum has not yet been met, and Not Yet Started if the learner hasn’t begun the activity. This report can be viewed on the screen, exported or printed.

Usage ReportThe Usage Report displays the hours spent in studying a language and level by all learners in a selected Group. Just click on a group in the group structure and usage data will be displayed for all languages and levels of study included in that group. Select a Learner Group as seen in this screen shot and usage for learners will be displayed. By choosing the Filter Usage option, you can select a specific time frame for report data. This report can be viewed on screen, exported or printed.

Note: All reports can be viewed, printed, and exported.

Best Practices: This report can be used for student conferences, parent/teacher conferences and/or information for a learner’s cumulative file.

Best Practices: This report is important in tracking the usage of the Rosetta Stone® implementation. It helps identify whether or not the Rosetta Stone implementation is on task to meet organization goals.

Rosetta Stone® Manager Reports

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Printing Learner Summary ReportsAdministrators can select a Learner List to print Learner Report summaries for each Learner, either one per page or multiple per page. Each Learner Report summary is surrounded by a box with space to cut the reports apart if the Administrator wishes to conserve paper while printing.

Due to technological limitations, a printer preferences dialog has to be shown for every 25 pages of printing.

Log into Rosetta Stone® Manager.

1. Click on the Reports tab at the top.

2. At the bottom of the Reports page click in the Print button in the Learner Curriculum Report section.


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Printing Learner Summary Reports (continued)

3. The Print Learner Curriculum Reports menu will open. Here choose the Learner List from which you wish to print Learner Report summaries. Also choose whether to print the summaries in a one per page or multiple per page format.

When ready click the Print button.

Sample Learner Report Summary


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Using Supplementary MaterialsThese are suggestions for incorporating the Rosetta Stone® student workbooks, quizzes, and tests into a learner’s course of study. These suggestions are based on a learner following the predefined Standard Curriculum.

1. Worksheets are labeled as follows: by unit, by lesson, by worksheet number (e.g. Worksheet 1.4.2 means unit 1, lesson 4, worksheet 2).

2. Workbooks contain the following:

a. 4 worksheets per lesson (these are four stand-alone worksheets; none of them serve as a review worksheet); 16 worksheets per unit.

b. 1 quiz per lesson; 4 quizzes per unit.

c. For English (US), Spanish (LA), French, and German Levels 1-3: 1 test per lesson; 4 tests per unit.

d. For English (US) and Spanish (LA) Levels 4-5 and Latin levels 1-3: 1 test per unit.

3. Suggested order for completing the worksheets, quizzes, and tests: (Based on the Default Standard Curriculum)

a. Begin the student worksheets after completing the core lesson , the pronunciation , the vocabulary , and the grammar activities of a lesson.

b. For Levels 1-3 of English (American), Spanish (Latin American), French, German: Complete the quiz and test after the review activity for that lesson.

c. For Levels 4 & 5 of English (American) and Spanish (Latin American) and Levels 1-3 of Latin: Complete the quiz after the review activity for that lesson.

d. For Levels 4 & 5 of English (American) and Spanish (Latin American) and Levels 1-3 of Latin: Complete the unit test immediately before the unit milestone .

*For English (American), and Spanish (Latin America) levels 4 & 5, and Latin levels 1-3 there will be only one to complete before the Milestone activity.

Because Rosetta Stone presents activities from different units in an interwoven format, learners may have several worksheets to complete in succession.

Using Supplementary Materials

Worksheets1.1.1-1.1.4

Lesson 4Quiz* & Test







Using Supplementary Materials

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Activity: a set of language-learning exercises that introduces new content or focuses on a language skill such as Reading, Grammar, or Vocabulary.

Administrator: any person with access to Rosetta Stone® Manager. The System Administrator installs the system and creates additional Administrators with varying levels of Privileges based on their Roles.

Core Lesson: the first Activity in each Lesson, indicated in the Curriculum by a diamond shape with the Lesson number. The Core Lesson introduces new language content.

Curriculum: a course selected or created by an Administrator that guides Learners through a series of Activities designed to meet language-learning goals.

Group: an entity that organizes Administrators and Learners to help define your organization’s reporting structure. Any Group can contain Subgroups or Learners, but not both.

Group Administrator: an Administrator who has access, defined by the assigned Role, to one or more Groups in the Rosetta Stone Manager structure.

Home Group: the highest Group to which an Administrator or Learner belongs, such as the school, organization, or division. Defines the set of Learners an Administrator can view and potentially manage, depending on Role. Learners or Administrators can be assigned to any Subgroup of their Home Groups.

Instructor: an Administrator who has access to Rosetta Stone Manager to view and manage Learners.

Learner: a user who has access to Rosetta Stone to learn languages.

Learner Group: a Group that contains Learners, with a Language Level assigned to the Learners.

Lesson: a series of Activities that guide the Learner through related language content. Each Lesson begins with the Core Lesson that introduces new content, followed by focused Activities that reinforce language skills. In the Curriculum, Activities are color-coded by Lesson.

Management Group: the Group an Administrator is assigned to manage, with Privileges based on Role. The Management Group is required to import Administrators.

Membership: the Group, Language Level, and Curriculum assigned to a Learner.

Parent Group: a Group that contains Subgroups.

Preferences: Localization settings for time zone, time format, and character encoding.

Privileges: access rights granted to Administrators.

Global Privileges apply across Groups: Manage Administrators, Manage Learners, Manage Learner Profiles, and Manage Group Hierarchy.

Per-Group Privileges apply to specific Groups: Manage Memberships, Manage Learner Data, and Manage Learner Curricula.

Role: a named set of Privileges used to define a category of Administrators.

Rosetta Stone Manager: the system for managing language learning in your organization. With Rosetta Stone Manager, you create a structure to customize the tracking of Learner progress.

System Administrator: the initial “Super” Administrator who has full access to Rosetta Stone Manager, and any additional System Administrators that the initial Administrator assigns with full access Privileges. The subsequent System Administrators can be deleted; the initial “Super” Administrator cannot.

Glossary

Glossary

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