Course III Teachers Guide.pdf - Houghton Mifflin Harcourt

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DESTINATION READINGETTING STARTED15Printing TipsStudents should use discretion when printing pages. Teachers should set classroom guidelines about what may beprinted and set limits on the amount of printing, if appropriate.Students may want to print:• notes they have taken using the sticky note feature.• text they have written in a writing activity.• reading passages that they plan to read at home or to share with others.Printable Reading PassagesReading Logs are printable (pdf) format pages with reading passages and corresponding questions. Teachers can findthese Reading Logs in the RLMS under Resources.Teaching TipsThe printable versions of the reading passages offer many ways to increase student comprehension and to extend thelearning beyond the computer experience. Notice that the vocabulary and thinking prompts that students can hear whilereading the passage on the computer are included on the printed version of the passage.
ETTING STARTED 16During the computer experience• Invite students to write their predictions about the content of the passage on the printed version before reading thepassage on the computer. At the close of the passage, ask them to reread their prediction and note whichpredictions were confirmed and which needed to be altered.• Ask students to record their responses to the vocabulary or thinking prompts in the space available below theprinted passage.• Have students click the learner vocabulary words (blue font) in the reading passage and then record the definitionand/or the context sentence in the space available below the printed passage.• Invite students to record questions or responses that occur to them, or brief summaries, before they move to eachnew screen on the computer.• Provide students with highlighters and ask them to highlight any words they don’t understand or any sentenceswhere they choose to use the program’s read aloud feature.Off the computer• Use the printed passages for individual fluency exercises. Since the Lexile level and word count of each passage isprovided, the passages offer you an opportunity to informally evaluate student progress in fluency, either in oralreadings or in timed silent readings.• Distributed printed passages for students to take home, for reading practice at home or for sharing with family.• Invite students to use the printed passage as a stimulus for writing their own “next chapter.”• Print one passage and then duplicated it. Use highlighters to create reader’s theater scripts.• Cut a printed passage into individual paragraphs. Distribute one paragraph to each student. Then ask the membersof the class to read the passage aloud, a paragraph at a time, using their comprehension of the passage contentand the signal words of the passage to decide which paragraph comes first, next, and so on.
Page 3 and 4: ABLE OF CONTENTSDESTINATION READING
Page 5 and 6: DESTINATION READINGGETTING STARTED
Page 15 and 16: ETTING STARTED 12Teaching TipsEncou
Page 17: ETTING STARTED 14Teaching TipsWithi
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

Course III Teachers Guide.pdf - Houghton Mifflin Harcourt

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