Rosetta Stone® Reading for Homeschool - Is there a benefit for a student to complete each activity from left to right? - Rosetta Stone Support for Personal

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Rosetta Stone® Reading for Homeschool - Is there a benefit for a student to complete each activity from left to right?

The activities in each level of Rosetta Stone® Reading for Homeschool Core5 were specifically designed to address skills that are relatively equal in terms of the level of skill development necessary to complete them.  In Core5, the scope and sequence of skills covered in the activities are closely aligned to the Common Core State Standards, which helps ensure that skills of similar complexity are presented in each level.  In addition, the concept of Phases, which essentially divide each level in half, and require students to complete the first half of each activity in a level before moving on to the second half, allows the content of each activity to be structured and paced evenly – so that skill acquisition across the 6 strands of reading is more balanced as students interact with the activities within a level.

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There is no “correct” way for students to interact with, and complete activities in a level.  Even students in a grade or class who are placed into the same level may have different strengths and weaknesses with the skills within that level, and therefore move through the activities differently.  Many students choose to jump from activity to activity, more often when they first enter a new level to explore the new activities, but that behavior may continue throughout the program.  These students are often choosing which activities to work on based on how easy or difficult the skills are for the student.  When a student is struggling with a particular activity, switching to a new one, not necessarily the next one in order from left to right, may help relieve frustration and build confidence as they are successful with a different task.  Other students may choose to work more methodically through the activities and the units within them, only moving on to a new activity when they complete the previous one.  There is nothing wrong with this method either, and these students are often highly motivated by counting the unit bars as they fill up.

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The concept of “choice” is an integral part of the underlying motivation and engagement elements in Rosetta Stone® Reading for Homeschool
Core5.  Students are motivated by autonomy, and within a controlled environment like a level of skills in Core5, the ability to pick and choose what they work on during each session can help to ensure that they are excited by, and focused on, the task at hand.  In certain situations, teachers may choose to limit the activities available to a student by manually disabling some or most of the activities in a level.  In these cases, the teacher is making an informed decision to guide which activities the student “chooses” to work on based on the particular skills needs of the individual student.
In terms of what behavior is best to encourage – one way is not better than the other – it really should depend on the student and their current progress.  If a particular student is working methodically through the activities from left to right, but struggling with a certain task, it might be a good idea to encourage them to try something new for a while.  If another student is jumping around so often that they are not completing units in a session, it might be appropriate to have them work through 2 or 3 units in each activity they select to work on before they move to a new activity.  There is a definite structure and developmental sequence to the skills in Core5 as you move from level to level, but within a level, students should be encouraged to work in the way that suits them best.

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