Course III Teachers Guide.pdf - Houghton Mifflin Harcourt
Course III Teachers Guide.pdf - Houghton Mifflin Harcourt Course III Teachers Guide.pdf - Houghton Mifflin Harcourt
DESTINATION READINGETTING STARTED5Destination Reading and Reading Fluency InstructionReading fluency consists of three elements: accuracy in decoding words, automaticity in word recognition, and effectiveprosody, or use of expression while reading. Research has shown that lack of fluency reliably predicts problems inreading comprehension. Further, a strong correlation exists between oral reading fluency and reading comprehension.According to the National Reading Panel (2000), "practice is generally believed to improve fluency... and guidedrepeated oral reading has a significant and positive impact on word recognition, reading fluency, and comprehension forstudents of all ages." Such practice can be implemented using Destination Reading.Both printouts of reading passages in Destination Reading and the courseware can be used to support a wide variety ofinstructional methods for reading fluency. (Note: Copies of any reading passage in the Courseware can be printed bygoing to the Teacher Tutorials on the home page of the RLMS, and clicking the Resources tab). A few examples oftechniques for instruction are identified below.• Timed Repeated ReadingsThe wide range of readability levels in the program allow for students to move to increasingly more difficult passagesonce they have reached an acceptable level of fluency on a particular passage.Tip: Consult the Appendix for a listing of the Lexile levels of each of the strategic reading passages.• Repeated Readings with Recorded Models/Audio SupportAvailable for each passage, the audio feature in the Courseware provides an excellent modeling of fluent reading,which in turn provides the guided practice recommended by the National Reading Panel. By listening to a narratorread smoothly with expression at a reasonable rate, students can improve their own prosody.Tip: After students listen to a narrator read an excerpt of a passage aloud, they can practice reading the excerptaloud. Depending on students' level of fluency, some may be able to read aloud along with the narrator.• Readings with Phrase BoundariesThe high-interest passages can be used to provide students with a visualmodel of how to read in phrases instead of word by word. After printing areading passage, mark the phrase boundaries. See the example in the boxat the right.You humans / think you're thegreatest. // Well, / you're no match /for me! // I'm a gecko, / and thereare a lot of things / that make mespecial. //(from Destination Reading Course III,Unit 10: "Walking on the Ceiling")
DESTINATION READINGGETTING STARTED 6Criteria for Passages to Practice FluencyTeachers often struggle to find high-interest, age- and grade-appropriate selections to use for fluency instruction. Thereading passages in Destination Reading provide appropriate content necessary to support fluency assessment andpractice. This content meets the criteria for selection recommended by experts in fluency instruction, shown in the tablebelow.Passage SelectionRecommendationSelect passages that match students' reading ability(can be at students' instructional level).Select passages that are relatively short.Note: Students should be able to read passagesseveral times within a few minutes.Select a variety of genre.Selects texts that are motivating.Destination Reading FeatureLexile levels of passages:Course III range from 570–970Course IV range from 900–1150See page 25 and page 26 for a summary of all Lexile levels.37 passages in Course III allow you to select excerpts of desired lengths38 passages in Course IVA variety of fiction, nonfiction, and poetryHigh-interest topics range from space travel to geckos to hip-hop dancing toblack holes to white-water rafting.
- Page 3 and 4: ABLE OF CONTENTSDESTINATION READING
- Page 5 and 6: DESTINATION READINGGETTING STARTED
- Page 7: DESTINATION READINGGETTING STARTED
- Page 11 and 12: DESTINATION READINGGETTING STARTED
- Page 13 and 14: 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
DESTINATION READINGGETTING STARTED 6Criteria for Passages to Practice Fluency<strong>Teachers</strong> often struggle to find high-interest, age- and grade-appropriate selections to use for fluency instruction. Thereading passages in Destination Reading provide appropriate content necessary to support fluency assessment andpractice. This content meets the criteria for selection recommended by experts in fluency instruction, shown in the tablebelow.Passage SelectionRecommendationSelect passages that match students' reading ability(can be at students' instructional level).Select passages that are relatively short.Note: Students should be able to read passagesseveral times within a few minutes.Select a variety of genre.Selects texts that are motivating.Destination Reading FeatureLexile levels of passages:<strong>Course</strong> <strong>III</strong> range from 570–970<strong>Course</strong> IV range from 900–1150See page 25 and page 26 for a summary of all Lexile levels.37 passages in <strong>Course</strong> <strong>III</strong> allow you to select excerpts of desired lengths38 passages in <strong>Course</strong> IVA variety of fiction, nonfiction, and poetryHigh-interest topics range from space travel to geckos to hip-hop dancing toblack holes to white-water rafting.
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