How to Use this
User Group and Purpose
This Website is designed as a
resource for teachers of German at the Grade- and
High-School levels and for teachers of undergraduates who
are interested in articulation between the lower and upper
divisions in college curricula.
It offers a vision of how
curricular sequences can be developed within the framework
offered by the Standards project to guide the study
of foreign language (K-12) in the United States. This
presentation thus joins theory and practice, so that
teachers can begin to use the Standards to describe
and design curricula for their own situations.
Structure of Website
The Website is divided into two
Parts: Part 1, in three Units, and Part 2, in five
Units. Each Unit has its own Introduction and Index,
explaining its purpose; the two main Parts also have general
introductions to the clusters of units. Within each
Unit, you will find expositions of sub-topics listed in the
Unit Index, practical examples that will help to correlate theory
with classroom practice. Most examples are constructed
as exercises that offer you the chance to brainstorm about
how classroom exercises and the Standards interface
in various dimensions.
The INDEX in the frame on the left is the primary
navigation node for the Website: return there to find hot links to all Units. The MAIN INDEX link will give you an overview of the structure of the entire site, with all sections . On the first screen of each Unit, the Index for each Unit, reflecting its structure, is copied (all live linked). Use these partial indices to navigate within a Unit. To aid with navigation within a unit, live
buttons are included at the bottom of many sections, allowing you to go to the previous and next screens. You will know you have reached the end of a unit when there are no further buttons at the bottom of the screen. Use the INDEX on the frame on the left of your screen to go to the next Unit Index.
Part 1 approaches reading
through the theoretical idea of readability. It argues
that implementation of the Standards into a
curriculum requires an expanded definition of what reading
is, and demonstrates how various kinds of familiar classroom
activities can further the kind of learning prescribed by
each of the sets of Standards.
Part 2 exemplifies how reading
can be built into a typical curriculum for Grades 4, 8, and
12; the exercises designated for Grade 12 are also
age-appropriate for college beginner and novice language
students. Again, the Standards anchor a
five-stage implementation of reading into the curriculum,
from pre-reading through production and on to different
kinds of reading on the WorldWideWeb.
If you are more interested in a
curricular sequence, start with Part 2; if you are more
interested in learning new ways of thinking about reading
before you start with curricular design, start with Part
1. To illustrate curricular implications, Units have examples keyed (where approopriate) to Grade 4, Grade 8, and Grade 12. Note, however, that the examples are not always in this order; this was done to put the most telling example first, to make the overall point of the Unit as clear as possible.
Used as examples are a set of
German-language texts from newpapers, magazines, and
literature; these texts were all written for the
German-language audience, and so represent a
culturally-diverse set of readings. These texts are
listed under the MAIN INDEX and under the TEXT INDEX in the frame, and they are included both as
text files (for greater readability) and as scanned images
that replicate their original printed formats (for cultural
purposes). They are not glossed, since they are meant
to be used as unprepared, authentic texts.
Technical Specifications of Main Text
This Unit is designed to be
accessed by Netscape 3.01 or above, and Internet Explorer
3.0 or above. The bulk of the Units are text files,
the largest of which is 66KB; the largest graphics file
(among the graphics used to present the texts) is 198KB in
size. As every effort has been made to keep this
Website as low-bandwidth as possible, the average size of a
text file is 10KB, and the average size graphics file is
just under 80 KB. A 28.8 (or faster) modem is
suggested for this site; however, a 14.4 modem will load the
largest graphics file within 2 minutes.
Technical specifications for the Course Log-In are indicated there; this section includes the directions for submitting and receiving information from the Brainstorming sessions in every Unit.
OBJECTIVES OF THIS WEBSITE