Course III Teachers Guide.pdf - Houghton Mifflin Harcourt

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DESTINATION READINGGETTING STARTED9Destination Reading and the Home/School ConnectionProgram FeaturesResearch has shown that a parent or caretaker's involvement in a child's education has positive effects on students'overall achievement from preschool through high school. Some studies have shown that when adults and childrenengage in reading activities together, there are positive effects on a child's reading ability as well languagecomprehension and oral language skills.Destination Reading provides a variety of materials that promote home involvement for students across the grade levelsand that strengthen the home/school connection.Teacher's Guide• Take-home letter for parents and caretakers in English and SpanishTip: Soon after beginning the program, send home the letter with students. If desired, create follow-up letters toencourage parents and caretakers to continue supporting their children's reading development.• Graphic Organizers (blackline masters)A graphic organizer that supports comprehension accompanies each unit.Tip: After students have become familiar with a particular graphic organizer, send home a fresh copy along with anote explaining different ways the organizer can be used in daily life. For example, children could fill out a K-W-Lchart before and after taking a trip to a zoo or museum.• Book ListsA list of books for students' further reading appears on the second page of the unit opener for each unit. These listssuggest books of the same genre studied in the unit as well as books with related themes.Tip: After students complete a unit, send home copies of the book lists. Include a note explaining that the bookslabeled "above level" for the grade level can serve as excellent "read alouds." Also encourage parents andcaretakers to help students select books for further reading.Riverdeep Learning Management System (RLMS)• Printouts of each reading passageCopies of each reading passage can be printed after the passage has been read. Click the Print icon in the Toolsmenu.Tip: After students complete a unit, send home a copy of the passage or passages along with a note encouragingparents or caretakers to read the selection with their children. Either an adult or a child can read the selection aloud,or they can take turns reading to one another.
DESTINATION READINGGETTING STARTED 10Using Destination Reading with Students with Special NeedsAccording to the U.S. Department of Education estimates, 3.8 to 4.5 million students are considered at-risk learners inthe United States, and approximately 12 ½ percent of the entire student population has disabilities. Although expertsdiffer on what constitutes the most effective type of reading instruction for this population, some factors have beenidentified as particularly critical for students with special needs. Those include:• Access and opportunity to read a wide variety of materials• Supportive instruction in the "how-tos" of reading• Motivation to want to read and to engage in readingDestination Reading clearly provides students with a wide range of narrative and expository texts and explicit instructionthat leads to improved comprehension. The high-interest reading passages, eye-catching graphics, and engaginginteractivities motivate students to stay on task and read strategically.Additional program features that address the needs of this population are described below.Program FeaturesThe specific features of the program that help meet the needs of students with special needs are listed below accordingto the program component.Courseware• Audio support—supports students with low vision or dyslexia and students with poor decoding skills• Volume control for audio—supports students with hearing loss• Thinking and reading prompts built into the reading passages—helps students stay focused and apply reading andvocabulary strategies• Visual support (illustrations, animations, graphics, etc.) for instruction—supports students who have difficulty withcomprehension and/or who have limited vocabulary• Glossary—supports students with limited vocabulary and/or poor decoding skillsTeacher's Guide• Specific unit-by-unit teaching tips designed to support students with Special Needs (These appear in Lessons 1, 2and 4.)• Scripts (blackline masters) of audio prompts that are built into reading passages• Graphic organizer (blackline master) for each unit-helps students see relationships between concepts, events,terms, etc., and comprehend information
Page 3 and 4: ABLE OF CONTENTSDESTINATION READING
Page 5 and 6: DESTINATION READINGGETTING STARTED
Page 11: DESTINATION READINGGETTING STARTED
Page 15 and 16: ETTING STARTED 12Teaching TipsEncou
Page 17 and 18: ETTING STARTED 14Teaching TipsWithi
Page 19 and 20: ETTING STARTED 16During the compute
Page 21 and 22: ETTING STARTED 18• Text EntryThis
Page 23 and 24: ETTING STARTED 20Teaching TipsPrepa
Page 25 and 26: ETTING STARTED 22One approach to ma
Page 27 and 28: ETTING STARTED 24Daily assignments
Page 29 and 30: EFERENCE CHARTS 26Course III (Conti
Page 31 and 32: EFERENCE CHARTS 28Scope & Sequence
Page 33 and 34: EFERENCE CHARTS 30Scope & Sequence
Page 35 and 36: ETTER TO FAMILY 32Letter to Family

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