Course III Teachers Guide.pdf - Houghton Mifflin Harcourt

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DESTINATION READINGGETTING STARTED3The design of Destination Reading Courses III and IV pre-teaches vocabulary to build students’ conceptual knowledge,exposes students to vocabulary words in multiple contexts, and models and instructs in the use of vocabulary strategies.Each unit includes between six and nine new terms. Vocabulary words include high-utility and academic language.Students personalize their knowledge of words through application activities, which often involve students’ completingwriting assignments by using newly acquired terms.The interactive strategic reading passages offer unobtrusive decoding support to students who need it. To buildrecognition of frequent sound-spelling relationships, decoding support prompts are included in the reading passages,and all decoding support is contextualized in a reading experience. Furthermore, phonetic principles are emphasized invocabulary strategy instruction as part of word analysis. Active, immersive experiences where students have a highdegree of control over the learning environment facilitate both word knowledge and support for building decodingabilities.As you integrate Destination Reading into yourclassroom, consider how the vocabulary strategiesand words can enhance your resources for reachingstudents and building their word knowledge andstrategic abilities. It is recommended that you useboth the shorter reading passage that introducesvocabulary terms in context (Lesson 1) in addition tothe strategic reading passage in Lesson 3(accessed as a separate assignment or via the ToolMenu) to provide multiple exposures to the newterms. In addition, use the options in the RLMSManage tab to see how the vocabulary strategiesspiral through the scope and sequence. Todifferentiate instruction in word learning strategies,use the Lexile information to assign differentvocabulary activities to different groups orVocabulary strategies spiral through the Scope & Sequenceindividuals. In this way, the class can focus on astrategy such as context clues or using a dictionaryin the context of reading passages that are well aligned with student reading ability.
DESTINATION READINGGETTING STARTED 4ComprehensionThe end goal of all reading instruction is improved comprehension. As a result, informal and formal assessmentsfrequently are based on whether a student has understood what he or she has read. But comprehension instructionneeds to go beyond methods that merely check whether comprehension is taking place.Students’ abilities to understand what they read are strongly influenced by whatthey already know (or their background knowledge) about a topic. There is apositive correlation between background knowledge and comprehension. Manystudents, however, come to reading tasks, particularly academic reading tasks,with inadequate background knowledge. In many, but not all cases, theirbackground knowledge is inadequate because they have few little or noexposures to the content. Their comprehension may be improved by increasingboth the direct exposure they have to the subject matter of the text.Destination Reading Courses III and IV provide direct and indirect exposure tobackground knowledge relevant to the topic of each major text. Students mayview a slide show or a movie that exposes them to content they may notalready be familiar with, thus improving their chances of understanding what they are about to read.Comprehension strategies are tools that promote independent reading in students. Once learned, a comprehensionstrategy can be used and re-used when students encounter barriers to understanding and across diverse texts.Furthermore, adolescents can use comprehension strategies to extend their understanding of a text beyond its literalmeanings.Students who are exposed to a variety of comprehension strategies and who are given ample opportunities to practicethose strategies with increasingly challenging texts demonstrate improved comprehension. In addition, DestinationReading connects these strategies to life events. Learners might, for example, make inferences about a traffic jam ordraw conclusions about a missing piece of pizza. This connection facilitates transference—students’ ability to apply askill from their non-academic experience to the task of making meaning out of text.Destination Reading Courses III and IV include a carefully sequenced progression of 20 skills and strategies thatrepresent the research-based strategies. Students are guided by prompts in the interactive text to use comprehensionstrategies while reading. Following the reading, students have multiple opportunities to demonstrate understanding of thetext, at literal and more advanced levels. When students struggle to demonstrate comprehension, they are givenimmediate feedback to support them.Students also receive explicit instruction in comprehension strategies. They observe those strategies as they aremodeled and are given opportunities to practice them as they read. The interactive text prompts them, when appropriate,to make use of the strategy while they are reading. Students also have opportunities to apply what they’ve learned aboutthe text and reflect on the effectiveness of the strategy.The comprehension skills and strategies in Destination Reading are addressed several times through the program. Thecomplexity of the skill and the reading level of the passage in which that skill is applied increase through the program. Aswith vocabulary strategies, use the Manage tab in the Riverdeep Learning Management system to differentiateinstruction in your classroom.
Page 3 and 4: ABLE OF CONTENTSDESTINATION READING
Page 5: DESTINATION READINGGETTING STARTED
Page 9 and 10: 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

Course III Teachers Guide.pdf - Houghton Mifflin Harcourt

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