Course III Teachers Guide.pdf - Houghton Mifflin Harcourt

ETTING STARTED 22One approach to making daily assignments is shown in Table 1 below.Table 1: Typical Weekly Schedule When Assigning an Entire UnitDay 1 Day 2 Day 3 Day 4 Day 5Offline IntroductionLesson 1: Genre &VocabularyLesson 2: ReadingComprehension ILesson 3:Strategic ReadingLesson 4: ReadingComprehension IIUse the material in theunit opener of theTeacher's Guide toprepare students to workon the unit.Genre StudyAuthor's Purpose withInstruction and ModelingBuild Background,Activate PriorKnowledgeVocabulary Strategy withInstruction, Modeling,Practice, andApplicationComprehension Skillwith Instruction,Modeling, and PracticeComprehensionStrategy with Instruction,Modeling, and PracticeSet Purpose forReading,Activate PriorKnowledgeReading passage(s)ComprehensionQuizComprehension Skillwith Instruction,Modeling, Practice,and ApplicationComprehensionStrategy with Instruction,Modeling, Practice, andApplicationStrategies and SkillsSpecific content can be assigned to correlate with the content in a basal program and to provide students with additionalinstruction and practice in comprehension or vocabulary. By selecting a particular comprehension strategy—for example,paraphrasing—or a vocabulary strategy—Greek and Latin roots, for instance—the Learning Management Systemidentifies all lesson segments from among the 30 units that cover the particular strategy. Examples of such listingsappear below.Paraphrasing Course III: Units 5, 15, 20 Course IV: Units 5, 8, 21Main idea and Supporting Details Course III: Units 4, 16, 18, 25 Course IV: Units 7, 24Word Structure Greek/Latin Roots Course III, Units 10 and 18 Course IV: Units 7, 12, 25