Part of the Destination Successâ„¢ Solution

Training Manual

Part of the Destination Success™ Solution

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Destination Reading Course III: Intermediate ReadingDestination Reading Course IV: Middle School Reading

© 2006 Riverdeep Interactive Learning Limited. All rights reserved. This manual may not be reproduced in any form or by any meanswithout the prior written permission of Riverdeep, Inc. LLC, 100 Pine Street, Suite 1900, San Francisco, CA 94111.

Destination Reading Course III & IVTraining Manual

Table of Contents

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2. Training Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Checklist for Initial Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

3. Exploring Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Lesson 1: Genre and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Lesson 2: Reading Comprehension I . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Lesson 3: Strategic Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Lesson 4: Reading Comprehension II . . . . . . . . . . . . . . . . . . . . . . . . . . .7Program Features in All Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Getting Around in Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . .8

A Walk Through Course III, Unit 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

4. A Journey through Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Word Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Variety of Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

5. Classroom Management of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Implementation Models—Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . .25Presentation or Demo Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Lab Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Computers-in-the-Classroom Model . . . . . . . . . . . . . . . . . . . . . . . . . . .27

6. Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Scope & Sequence Course III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Scope & Sequence Course IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Pacing Guides/Planning Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Comprehension Skills and Strategies Chart . . . . . . . . . . . . . . . . . . . . . . . .36

Vocabulary Strategy Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Vocabulary Words by Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Lexile Levels and Genres of Reading Passages . . . . . . . . . . . . . . . . . . . . . .41

Sample of Course 3, Unit 27 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . .44

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Introduction
Destination Reading

The Destination Reading series is a comprehensive, electronically based reading curriculum. It teaches students to read fluently and with understanding. Destination Reading Courses III and IV provide a robust and sequential implementation of strategic instruction, practice, and application in the essential reading skills students need in grades four through eight

Destination Reading can be used as the basis of your reading program, or it can be used to complement a reading curriculum already in place. When added to a curriculum that includes teacher-led instruction and time spent with printed books, software such as Destination Reading provides unique advantages in reading instruction:

• Students can work independently at the computer because the software provides spoken instructions.

• Unlike a printed textbook, software can automatically adjust itself to fit the student’s level. Adaptive feedback advances students through the curriculum more quickly when they are succeeding and more slowly—with additional instructions and practice problems—when they are having difficultly. Destination Reading praises students when they succeed and provides gentle, helpful feedback when they choose the wrong answer.

• The electronic books in Destination Reading include a “read aloud” option. Students can choose to read the text independently, click an individual sentence to hear it read aloud, or click a green dot to hear the entire page read aloud.

• Students can work through the program freely, at their own pace, or teachers can assign specific activities to individuals or to the whole class.

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Key product features that will be addressed in the training include:

• Guided practice activities that use the program tools.

• Investigation of how Destination Reading Courses III and IV follow the effective models of instruction set forth by the National Reading Panel: Direct Explanation, Modeling, Guided Practice, and Application.

• A focus on Destination Reading Course III and IV’s carefully structured approach to reading instruction, where learners are explicitly taught vocabulary and comprehension skills in the context of a wide range of authentic fiction, nonfiction, and environmental texts.

• Exploring how Destination Reading meets the needs of the English Language Learner and helps to bridge the gap between the school and home environments.

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Training Objectives
Throughout the training, the following objectives will be addressed:

• Emphasize how the use of Destination Reading can increase students’ academic achievement through concept-based instruction.

• Show how state and national standards can be targeted as the focus of the Destination Reading activity.

• Demonstrate the flexibility of Destination Reading by showing how the program can be used successfully in a variety of classroom settings, including:

• lab instruction

• one computer in a classroom

• small computer centers within the classroom.

• Acquaint teachers with integration ideas and implementation strategies that target their specific classroom needs.

• Help teachers design lesson plans that include Destination Reading as a key component of the lesson.

All the objectives will be addressed through instructor-led demonstrations, guided practice, participant exploration, and review sessions for sharing. This training’s goal is to provide the teachers with enough information to start incorporating Destination Reading as a part of their classroom instruction.

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Destination ReadingChecklist for Initial Training

Initial each item as it is completed:

Destination Reading Key Features

__________ Launch Destination Reading.

__________ Review Main Menu features.

__________ Launch and explore a unit.

__________ Explore all activities within a unit.

__________ Access the sample lesson plans and blackline masters.

__________ Explore different activities while thinking of ways toincorporate them into the classroom.

Lesson Planning and Classroom Management

_________ Be familiar with the three main implementation strategies.

_________ Create a Destination Reading lesson plan using animplementation strategy that applies to your classroomsituation.

I have successfully completed all of the above.

_______________________________________________________________Signature

_______________________________________________________________Date

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Exploring
Destination Reading

Each unit of Destination Reading is organized in the same way. This section provides a brief overview of the unit structure that is followed by a walk-through of Course III, Unit 27. This walk-through will give you a more detailed understanding of the content of a typical unit, the way in which content is experienced by students, and the resources available in this training guide that will help you use any unit.

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Overview

Every unit has four lessons. The strategic reading passage for the unit in Lesson 3 provides the thematic focus for the unit. The instruction and practice of the various skills and strategies are keyed to the passage's topic area, genre, and cross-curricular content, so that students' learning is coherent and focused.

Lesson 1: Genre and Vocabulary

Lesson 1 includes three strands:

• The genre of the strategic reading passage is introduced, with instruction covering both the characteristics of the genre and the author's purpose for writing in this genre.

• A background-building section provides rich multimedia presentations of video, photographs, and other visuals that will support students' comprehension of the strategic reading passage.

• The learner vocabulary for the unit and the vocabulary strategy form the third strand of Lesson 1. Instruction in the vocabulary strategy appears in the context of a reading passage written specifically for this lesson.

This passage includes all the learner vocabulary as well as the words used in the strategy instruction. Following instruction and modeling of the vocabulary strategy, students first practice their vocabulary skills in a game format. Then they apply the strategy in a second game or writing activity.

* Note: About 20% of the units in Destination Reading have two strategic reading passages. This section discusses the variations that occur in those units.

Lesson 2: Reading Comprehension I

Lesson 2 focuses on two comprehension skills and strategies that are correlated to the genre and topic of the strategic reading passage. An expert introduces the first comprehension skill, providing instruction and modeling. The student practices this skill in a game format, usually reading short reading passages as part of the game.

After instruction and modeling of the second strategy, students complete a practice activity. Lesson 2, like Lesson 1, is designed to get students ready to read and comprehend the strategic reading passage successfully.

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Lesson 3: Strategic Reading

Lesson 3 begins with a brief review of the vocabulary and comprehension strategies. It also introduces the strategic reading passage. During the reading passage, students can access audio prompts that reinforce vocabulary and comprehension. After the strategic reading passage, students complete a 10-question comprehension quiz.

Lesson 4: Reading Comprehension II

Lesson 4 makes use of both the strategic reading passage and the students' growing abilities with the comprehension strategies to solidify their learning. After a brief refresher of each of the two comprehension skills and strategies introduced in Lesson 2, students work through both a practice and application activity. These activities are introduced in a game format and usually these games incorporate text from the Lesson 3 strategic reading passage. Activities in Lesson 4 also apply these strategies to new, short passages or include students' written responses.

Program Features in All Lessons

Sticky Notes

The Sticky Note feature is available to students at any time in the program. This writing tool enables students to note important ideas or reminders for themselves while they are in the midst of an activity and view those notes throughout any part of the unit during that day's session. The text in a sticky note can also be printed.

The text in the sticky note is not saved to the LMS, however. It is designed as a portable notebook for the student working in a unit of Destination Reading.

Saving Text

The text-entry activities save any text a student enters for at least one year. This includes text entered into single, two-, or three-column charts, blogs, e-mail, and instant messages. Teachers can access saved text through the LMS system. Students can print copies of their text but cannot access text outside of the activity.

Printing

Students can print copies of the text they enter in an activity. Printing is available by clicking the Print icon on the Tools menu.

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Destination Reading C

ourse III & IV

Training Manual

8

Getting Around in Destination Reading

is page and make it available

rward to xt tivity

Go to Passag

Glossary

Sticky Note

Printer

toity

Go to reading passageGo to second readingpassage when available

Glossary

Sticky Note

Printer

Volume

The following diagram will help you access the program features quickly. It might be helpful to duplicate thto students when they are new users of Destination Reading.

Back to previous activity

Pause activity

Foneac

Power Up to start

Download: music, video, sound or images Connect: email IM

Back to Main Menu

Repeat instructions

Power Up to start

Download: music, video,sound or images

Connect: E-mail, IM, text,or blogs

Launch: music or activities

NOTE: buttons willhighlight when needed

Back toMain Menu

Repeatinstructions

Replayactivity

Back topreviousactivity

Pauseactivity

Forward next activ


A Walk Through Course III, Unit 27

Launch the Unit

1. Launch Course III if you have not already done so.

2. Roll your cursor over each unit number. Notice that the title of the unit appears at the bottom section of the window.

3. Click Unit 27 to launch it.

Lesson 1

Open Lesson 1

1. When the screen showing the four lessons in the unit appears, roll your cursor over each number to see the general content of the individual lesson.

2. Click 1 to open Lesson 1.

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Lesson 1, continued

Learning Objectives

Lesson 1 opens with a brief, student-friendly introduction of the learning objectives for that lesson (see the Chapter 6, Resources).

Buddies

Buddy characters interact with the student throughout the unit, providing peer support and motivation through animation, instant messages, text messages, and e-mail. Experts are called in to help deliver instruction. Reward sequences that conclude each lesson feature songs, fun facts, puzzles, and animation.

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Lesson 1, continued

Genre Study

Each Lesson 1 introduces the genre of the strategic reading passage for the unit. The interactive instruction states the author's purpose for writing this genre. In two-passage units, the author's purpose for both genres is stated. The instruction discusses and demonstrates up to five characteristics of the genre, to help readers recognize it. The strategic reading passage will clearly demonstrate these characteristics.

Build Background

A background-building video or slide show displays information that is important for students to know before they encounter the strategic reading passage. As students view this presentation, references to the strategic reading passage make it clear that the purpose of the presentation is to better understand the passage. The presentation also includes at least three questions designed to activate students' prior knowledge and experience about the topic.

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Lesson 1, continued

Vocabulary Strategy

Lesson 1 also provides instruction and practice in a specific vocabulary strategy. (See Chapter 6, Resources for a list of the vocabulary strategies and words covered in each unit of Destination Reading.) This vocabulary strategy instruction is presented in the context of an additional reading passage that contains all the learner vocabulary for the unit. For additional vocabulary support, the learner vocabulary words are available at any time in the unit by clicking the Glossary feature on the Tools menu.

Games for Practice and Application

Students practice the vocabulary strategy in a game format. Games typically include three to five questions or problems of increasing challenge level. Students also apply the strategy in a game or in a writing activity, using words that exemplify the vocabulary strategy.

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Lesson 2

Learning Objectives

Lesson 2 of every unit focuses on building comprehension through two specific reading skills and strategies. (See Chapter 6, Resources for a list of all of the comprehension skills and strategies covered in Destination Reading.)

Comprehension Skills and Strategies

Direct instruction provides a full explanation of each skill or strategy, often using familiar, real-world examples. The modeling of the skill or strategy reinforces the instruction using brief reading passages. The two comprehension skills and strategies in each unit closely correlate with the genre of the strategic reading passage, ensuring a coherent learning experience for students.

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Lesson 2, continued

Comprehension Activities

The comprehension skills and strategies cycle throughout the units in Courses 3 and 4, so students build their skill and sophistication in comprehension as they move through the courses.

Students practice a variety of comprehension activities—completing sentences in "madlib" format, organizing information from a reading passage into a three-column chart, or altering inferences as they explore an idea in more depth.

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Lesson 3

Learning Objectives

Lesson 3 of each unit presents the strategic reading passage. The lesson opens by setting the purpose for reading the passage, reminding students of the genre characteristics, and activating their prior knowledge of the topic.

Strategic Reading Passage

The passage can be read aloud by clicking the green Audio icon that appears toward the top left of each screen of the passage. A complete list of all the lesson titles, along with their Lexile levels, is included in the Chapter 6, Resources. In two-passage units, the first passage will be introduced and read. After the student has completed the first passage, the second passage will be introduced in a similar way.

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Lesson 3, continued

Vocabulary and Comprehension Prompts

Vocabulary and Comprehension icons appear throughout the strategic reading passage. When students click these icons, audio prompts guide students to apply the vocabulary and comprehension skills and strategies to this reading passage.

Comprehension Quiz

The strategic reading passage is followed by a 10-question comprehension quiz that checks students' understanding of the passage content. There are three literal/recall questions, three questions that check the meaning of the learner vocabulary words, and four higher level thinking questions that require students to make inferences, evaluations, or interpretations. (In two-passage units, the comprehension quiz includes questions about both passages.)

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Lesson 3, continued

Use these icons to access important program features within the strategic reading passage.

Icon Description

Open the Glossary at any time from the Tools menu by clicking the magnifying glass. Within the strategic reading passage, the vocabulary words appear in blue. Clicking one of the blue learner vocabulary words activates the glossary entry for that word.

The Audio prompt enables students to hear the whole passage read aloud and highlighted, one sentence at a time.

The Vocabulary prompts enable students to receive audio instruction and/or review of the vocabulary strategy covered in Lesson 1.

The Comprehension prompts deliver audio reminding students of the skills covered in Lesson 2 and providing practice in those skills and strategies. The narrator may ask students about their personal response to the passage, encourage them to connect with their prior knowledge, form opinions as they read, or engage in other metacognitive tasks.

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Lesson 4

Learning Objectives

The focus of Lesson 4 is to reinforce and apply the two comprehension skills and strategies introduced and practiced in Lesson 2.

Comprehension Games for Practice and Application

After a brief instructional sequence for the first skill or strategy, the students practice it in a game format that uses excerpts from the strategic reading passage. The application activity for this skill or strategy may use new text or other excerpts from the strategic reading passage. Occasionally, the practice and application activities are combined.

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Lesson 4, continued

The same sequence of instructional refresher, practice activity, and application activity is provided for the second comprehension skill or strategy. The application activity that ends the unit is often a writing assignment.

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A Journey through
Destination Reading

Destination Reading is a comprehensive, intermediate and middle school reading program in which the primary components and instructional approach reflect the research literature on elements of reading instruction that have been shown to be effective in helping students read proficiently. Gains in reading achievement are associated with explicit instruction, guided practice, and authentic application. Destination Reading Courses III and IV provide a full and sequential implementation of strategic instruction, practice, and application in the essential reading skills students need in grades four through eight. The components of Destination Reading include the areas of reading instruction that work for upper grade students, as documented by the National Reading Panel (NIH/NICHD, December 2000).

Word Study• Vocabulary instruction• Learner vocabulary words• Decoding support in context

Comprehension • Comprehension instruction• Accessing prior knowledge• Targeted to genre• Recall and higher-order thinking questions• Graphic organizers• Comprehension monitoring

Fluency• Auditory support• Text highlighted as narrator reads• Blackline masters of passages

Variety of Texts• Instruction in a variety of genres• Motivating content• Lexile levels


Word Study

The design of Destination Reading Courses III and IV preteaches vocabulary to build students’ conceptual knowledge, exposes students to vocabulary words in multiple contexts, and models and instructs students 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 that often involve student writing assignments using the newly acquired terms. Destination Reading includes multiple approaches to word study.

• Strategic Instruction: Strategies are taught for unlocking the meaning of new words.• Direct Instruction: New words are introduced as they are needed for the comprehension

of a specific text.• Indirect Instruction: Words are learned in context of reading a passage.• Decoding support: Students are reminded to apply decoding strategies in the context of

reading, as appropriate.

Destination Reading includes these methods as well as many others to facilitate vocabulary instruction:

Strategic Instruction Fifteen vocabulary strategies are taught in Destination Reading Courses III and IV. Lesson 1 of each unit provides explicit instruction and modeling of a specific strategy. Students then complete a practice activity and an application activity that exemplify the strategy. In Lesson 3 of each unit, students hear audio prompts, reminding them of the strategy’s application to the strategic reading passage. Strategies are usually repeated two to three times within Course III and again in Course IV, so students develop mastery of the strategy. (See the Vocbulary Strategy Chart in Chapter 6, Resources for a listing of the word study strategies covered.)

ExamplesCourse III, Units 2, 14, 27, Lesson 1—Word Structure: Prefixes and SuffixesCourse IV, Units 14, 20, Lesson 1—Word Structure: Prefixes and Suffixes

Direct Instruction Direct instruction is provided for specific words that exemplify the strategy for the unit. This explicit instruction includes modeling as well as practice and application activities.

ExamplesCourse III, Units 9, 15, 17, 29, Lesson 1— Context Clues: Homophones and HomographsCourse IV, Units 2, 11, 22, Lesson 1— Context Clues: Homophones and HomographsCourse III, Units 6. 18, Lesson 1—Dictionary/Glossary: Unfamiliar WordsCourse IV, Units 4, 16, 30, Lesson 1—Dictionary/Glossary: Unfamiliar Words

Indirect Instruction Words are learned in the context of reading passages. Each unit presents six to nine new vocabulary words in the context of a text passage in Lesson 1 and again in the strategic reading passage in Lesson 3. Because Destination Reading includes many genres, students learn a variety of new words from different content areas. (See the Vocabulary Words by Unit list in Chapter 6, Resources.) In the Lesson 3 strategic reading passage, students can click the learner vocabulary words that appear in a blue font to see a glossary entry for that word.

ExamplesCourse III, Unit 9, Lesson 1 and Lesson 3 Course IV, Unit 24, Lesson 1 and Lesson 3

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Decoding Support The interactive text of the strategic reading passage in Lesson 3 provides unobtrusive decoding support to students who need it. By clicking the vocabulary prompts that appear beside the text of the strategic reading passage, students are reminded of decoding strategies appropriate to specific words in the context of the passage.

ExamplesCourse III, Unit 10, Lesson 3—Use prefixes to chunk wordsCourse III, Unit 23, Lesson 3—Word ending -sion and its different pronunciationsCourse IV, Unit 9, Lesson 3—Stress in three-syllable wordsCourse IV, Unit 21, Lesson 3—VCCCCV Pattern

Comprehension

Destination Reading Courses III and IV provide direct and indirect exposure to background knowledge relevant to the topic of each strategic reading passage. Students may view a slide show or a movie that exposes them to content that will improve their chances of understanding what they are about to read. The courseware also provides instruction in the genre of the passage they will be reading. These background building and genre activities occur in Lesson 1 of each unit.

Example: Course III, Unit 30

Genre Myth

Strategic Reading Passage “How Da-Yu Controlled the River,”a Chinese myth about the Yellow River

Background Building A slide show provides information about the location ofthe Yellow River, the source of its name, and efforts tocontrol its power.

The courseware also includes a carefully-sequenced progression of twenty research-based skills and strategies. Full instruction, modeling, practice, and application of the skills and strategies are provided in Lessons 2 and 4. Strategies are usually repeated two to three times within Course III and again in Course IV, so students develop mastery of the strategy. (See the Comprehension Skills and Strategies Chart in Chapter 6, Resources for a full listing.)

Students are guided by prompts in the interactive text in Lesson 3 to use the comprehension strategies while reading. Following reading, students have multiple opportunities to demonstrate their understanding of the text, at literal and more advanced levels.

Examples

Course III, Units 2, 16, 25, Lessons 2 and 4—K-W-L StrategyCourse III, Units 11 and 26, Lessons 2 and 4—K-W-L Strategy

Course III, Units 1 and 13, Lessons 2 and 4—Literary Elements: plot, setting, characterCourse III, Units 6 and 17, Lessons 2 and 4—Literary Elements: plot, setting, character

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Fluency

Fluency is the ability to read text quickly, accurately, and with appropriate expression and phrasing. Automaticity (the ability to recognize words quickly without sounding them out) is a critical factor affecting fluency. Destination Reading provides opportunities to read text with different types of support within both courses.

Read-aloud Text All strategic reading passages (Lesson 3) can be read aloud in several ways.

• Students can click the audio icon at the top of the page to hear the entire page read to them.

• Students can click any word to hear the sentence in which it appears.

• Students can click any glossary entry word within the glossary to hear it pronounced.

Learner Vocabulary Between six and nine content-related vocabulary words are integrated throughout each unit of Destination Reading. These vocabulary words are presented in the context of two reading passages, one in Lesson 1 and one in Lesson 3, and are also part of the glossary feature of the courseware. This repetition of important content-area vocabulary builds the automaticity so important for developing fluency. (See the Vocabulary List by Unit list in Chapter 6, Resources.)

Blackline Masters All the strategic reading passages can be printed for students to read at home.

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Variety of Texts

For upper elementary and middle school students, issues such as motivation and access to age-appropriate reading materials play a large role in the continued development of reading comprehension skills and strategies as students progress through the grades. Destination Reading Courses III and IV include a rich variety of texts that address the motivational requirements of this age group.

• Wide variety of genres

• Motivating content

• Lexile levels

Wide Variety of Genres

Destination Reading Courses III and IV each include more than three-dozen strategic reading passages that represent a rich variety of topics and genres. Genre study instruction and modeling, which occurs in each unit’s Lesson 1, builds students’ understanding and appreciation of the many examples of the genre with which they are already familiar. It also prepares them to comprehend the passage in Lesson 3 more fully. (See Lexile Levels and Genres of Reading Passages in Chapter 6, Resources.)

Motivating Content

The topics of each unit have been carefully selected to appeal to upper-elementary and middle-school students. Each unit has an important cross-curricular connection, so students read content related to science, social studies, math, the arts, and popular culture as well as more traditional topics and genres in the language arts. For example, topics range from skateboarding to Ellis Island immigrants to movie reviews to underwater exploration to hip-hop. Students read autobiographies of crime scene investigators, examine the techniques of persuasive advertising, explore blogs and Web sites about the land of the midnight sun, and read historical fiction about the Lewis and Clark expedition.

Lexile Levels

Each strategic reading passage has a Lexile level. This information can help you select reading passages appropriate for an individual student’s ability and interest. Because you can print the passages, you can also use them for a variety of offline reading activities. (See Lexile Levels and Genres of Reading Passages in Chapter 6, Resources.)

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Classroom
Management ofTechnology

Implementation Models—Best Practices

To facilitate your experience as a teacher in getting the greatest student benefits using programs from Riverdeep, we suggest the following best practices, which have proven to be successful in classrooms.

Presentation or Demo Model

To present lessons that introduce, reinforce, enrich, or extend concepts, use a projection device connected to a computer for whole- or small-group instruction. You can include these techniques:

• Begin with what students already know.Select a lesson that shows a concept students already know. Move to what they do not know while integrating new concepts in small increments.

• Establish learners’ intrinsic need for the learning.Link concepts to what students relate to and want to learn about. Students tend to learn best when they make connections between what they are learning and what they relate to—tie concepts to applications and topics that interest them.

• Provide real-life applications.Transfer what is learned in the presentation lesson to practical situations. Allow students to see how the new skills apply to their own specific needs. Foster discussions of ways to actively incorporate the new skills and allow time for students to practice these new skills.

• Create and maintain learners’ interest. Be excited yourself! Encourage students to take an active part in the learning process. Capitalize on the interactive and engaging Riverdeep lessons by involving students at every opportunity.

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• Foster discussion and active participation. Use group discussions, demonstrations, projects, and real-life applications to tap the students’ experiences and willing participation. Allow students to lead the presentations while “teaching” each other.

• Give students choices about their learning. Allow them to be involved in determining which lessons or parts of lessons they want to have presented. Some lessons lend themselves best to individual exploration, while others are appropriate when experienced in presentation mode. After lessons are introduced in the classroom in presentation mode, students can work individually on them when lab or classroom computers are available.

• Use flexible pacing and provide direction, integration, and extension at every opportunity.Elicit students’ expectations and understanding as the lesson is being presented. Rethink and readjust goals, outcomes, and pacing if necessary.

• Give informational materials to students.Reinforce and enhance the information presented in the lessons by expecting students to take notes, and by giving them logbooks that accompany each lesson as well as handouts of key points and reference material guides.

• Provide recognition, encouragement, and approval.Encourage students to share personal experiences. Maintain good eye contact. Be an active listener when they are sharing and respond to them positively.

Lab Model

Maximizing instruction during computer lab time can be accomplished with these best practices:

• Provide one computer per student to accommodate the whole class. This is optimal for individualized instruction.

• Have two or more sessions per week on the curricular area of focus.

Empowerment and participation of teachers can contribute greatly to the success of the implementation. Experience has shown the following teacher actions to be key:

• Remain in the lab with students.

• Actively engage in instruction and the learning process during lab time.

• Integrate and extend the lab instruction with classroom instruction.

• Regularly review and discuss program reports and progress with students by using lab time to conduct one-on-one conferences with them.

• On occasion, have all students work on the same lesson as a group.

Note: If schedules don’t allow for optimal lab time for all students, provisions for small focused groups of students is recommended.

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Computers-in-the-Classroom Model

Best practices for providing for students to use computers on a rotation basis include:

• Post a schedule of times/students/assigned computers to assure equity of access and maximum use of computers.

• Schedule additional access to computers for students who need focused enrichment or remediation.

• Schedule computer time before and after school and at the end of lunch period as well as during learning center or lab time. A worthy goal to strive for can be to have all computers in use every minute of the day.

• Use the presentation or demo model to introduce concepts to whole or small groups of students and provide individual access to classroom or lab computers as a follow-up.

• Have volunteers help students who are working on the computers. Consider student assistants, classmates, and parent or community volunteers.

Set clear expectations about attentiveness to lessons and care of computers. If misuse occurs, loss of privilege is often an effective consequence.

27

28

66
Resources
Introduction

This section includes the following charts and sample lesson plans:

• Scope & Sequence Course III on 29

• Scope & Sequence Course IV on 31

• Pacing Guides/Planning Charts on 33

• Comprehension Skills and Strategies Chart on 36

• Vocabulary Strategy Chart on 38

• Vocabulary Words by Unit on 39

• Lexile Levels and Genres of Reading Passages on 41

• Sample of Course 3, Unit 27 Lesson Plan on 44


ourse III & IV

Training Manual

29

S

l Vocabulary Strategy

racterContext Clues: Idioms

form Word Structure: Suffixes

Word Structure: Inflected Endings

Context Clues: Multiple-meaning Words

Context Clues:Synonyms and Antonyms

Dictionary/Glossary:Unfamiliar Words

Word Structure: Base Words

vents Dictionary/Glossary:Multiple-meaning Word

t: Context Clues:Homophones and Homographs

Word Structure: Greek and Latin Roots

pinion Context Clues:Synonyms and Antonyms

Context Clues:Unfamiliar Words

racterWord Structure: Greek and Latin Roots

vents Word Structure:Prefixes and Suffixes

pinion Context Clues: Homographs

Context Clues: Unfamiliar Words

cope & Sequence Course III

Course III Genre Cross-curricular Connection Comprehension Strategy Comprehension Skil

Unit 1Narrative Fiction Language Arts Ask and Answer Questions Literary Elements:

Plot, Setting, and Cha

Unit 2Informational Text and Science Fiction

Technology/Science K-W-L Strategy Author’s Purpose: To In

Unit 3Historical Fiction Social Studies Analyze Text Structure:

Chronological OrderLiterary Elements: Personification

Unit 4Informational Text Social Studies: Current Events Summarize Main Idea and

Supporting Details

Unit 5Informational Text: Online Art Paraphrase Cause and Effect

Unit 6Fantasy Science/Language Arts Visualize Distinguish Realism

from Fantasy

Unit 7Adventure Fiction Science Summarize Literary Elements:

Simile and Metaphor

Unit 8Biography andInformational Text: Procedures

Science: Environment Create and Use Graphic Organizers: Idea Web

Identify Sequence of E

Unit 9Tall Tale andInformational Text

Social Studies: Multicultural Fix-up Strategy: Read Aloud Compare and ContrasTwo Texts

Unit 10Persuasive Text Math Take Notes Persuasive Devices:

Fact and Opinion

Unit 11Narrative Nonfiction Social Studies: Current Events Use K-W-L Strategy Distinguish Fact and O

Unit 12Mystery Social Studies Make and Confirm Predictions Draw Conclusions

Unit 13Adventure Fiction Science Make and Confirm Predictions Literary Elements:


Unit 14Autobiography Art/Music Create and Use Graphic

Organizers: Venn DiagramIdentify Sequence of E

Unit 15 Drama: Reader's Theater Language Arts Paraphrase Distinguish Fact and O

Unit 16Informational Text Science Use K-W-L Strategy Main Idea and

Supporting Details


ourse III & IV

Training Manual

30

: Symbolism Context Clues: Homophones

lsDictionary/Glossary:Unfamiliar Words

ntrast Context Clues: Idioms

d Effect Context Clues:Multiple-meaning Words

Context Clues:Synonyms and Antonyms

s Word Structure:Inflected Endings

int Context Clues: Analogies

: Point of View Dictionary/Glossary:Multiple-meaning Words

lsDictionary/Glossary:Multiple Meaning Words

:e, and


Word Structure: Prefixes and Suffixes

Process Context Clues:Synonyms and Antonyms

r's Viewpoint Context Clues: Homophones

: Symbolism Context Clues: Unfamiliar Words

Skill Vocabulary Strategy

Unit 17 Poetry Language Arts Visualize Literary Elements

Unit 18Informational Text Social Studies/Geography Take Notes Main Idea and

Supporting Detai

Unit 19Informational Text andPersuasive Text

Social Studies: Multicultural Fix-up Strategy: Reread Compare and Co

Unit 20Mystery Language Arts Paraphrase Identify Cause an

Unit 21Historical Fiction Social Studies Analyze Text Structure:

Chronological OrderMake Inferences

Unit 22Persuasive Text: Essay and Advertisement

Science: Environment Ask and Answer Questions Persuasive Device

Unit 23Informational Text: Online Social Studies: Current Events Analyze Text Structure:

DescriptionAuthor’s Viewpo

Unit 24Science Fiction Technology/Math Summarize Literary Elements

Unit 25Informational Text Social Studies Use K-W-L Strategy Main Idea and

Supporting Detai

Unit 26Realistic Fiction Language Arts Ask and Answer Questions Literary Elements

Alliteration, SimilMetaphor

Unit 27Informational Text: Science Nonfiction

Science Create and Use Graphic Organizers

Make Inferences

Unit 28Informational Text: Procedures Art Summarize Identify Steps in a

Unit 29Informational Text: Web Site and Blog

Social Studies Fix-up Strategy Recognize Autho

Unit 30Myth Social Studies: Multicultural Visualize Literary Elements

Course III Genre Cross-curricular Connection Comprehension Strategy Comprehension


ourse III & IV

Training Manual

31

S

l Vocabulary Strategy

Context Clues:Unfamiliar Words: Slang

Context Clues: Homographs

t Context Clues: Analogy Types: Person and Situation

ect Dictionary/Glossary: Unfamiliar Words

evices Context Clues: Multiple-meaning Words

racterContext Clues: Idioms


of Fact Context Clues: Analogy Types: Synonyms and Antonyms

Dictionary/Glossary: Unfamiliar Words

Context Clues: Multiple-meaning Words

ect Context Clues:Homonyms and Homographs

Word Structure:Greek and Latin Roots

eration, Context Clues: Synonyms and Antonyms

Word Structure: Prefixes and Suffixes

vents Dictionary/Glossary:Multiple Meaning Words

cope & Sequence Course IV

Course IV Genre Cross-curricular Connection Comprehension Strategy Comprehension Skil

Unit 1Informational Text Technology Make Predictions Sequence Events

Unit 2Persuasive Text and Informational Text

Technology/Math Fix-up Strategy Recognize Statementsof Fact and Opinion

Unit 3Historical Nonfictionand Poetry

Social Studies Analyze Text Structure:Headings and Subheadings

Compare and Contras

Unit 4Autobiography Science: Environment Take Notes Identify Cause and Eff

Unit 5Persuasive Text Health Paraphrase Recognize Persuasive D

Unit 6Drama and Fable Language Arts Analyze Text Structure: Drama Literary Elements:


Unit 7Informational Text Science Summarize Main Idea and

Supporting Details

Unit 8Persuasive Text Math Paraphrase Recognize Statements

and Opinion

Unit 9Adventure Fiction Social Studies Make and Confirm Predictions Literary Elements:

Author's Point of View

Unit 10Folktale and Realistic Fiction Social Studies: Multicultural Analyze Text Structure:

Cause and EffectDistinguish Realism from Fantasy

Unit 11Informational Text Health Use K-W-L Strategy Identify Cause and Eff

Unit 12Informational Text and Review

Language Arts Ask and Answer Questions Persuasive Devices

Unit 13Realistic Fiction Social Studies Visualize Literary Elements: Allit

Simile, and Metaphor

Unit 14Informational Text andPersuasive text

Science Take Notes Draw Conclusions andMake Inferences

Unit 15Biography Music Create and Use

Graphic OrganizersIdentify Sequence of E


ourse III & IV

Training Manual

32

s and Dictionary/Glossary:Unfamiliar Words

y Elements: Character

Context Clues: Idioms

ntrast Context Clues: Connotative/Denotative

of Events Context Clues: Unfamiliar Words

s and Word Structure: Prefixes and Suffixes

s Context Clues: Multiple-meaning Words

r’s Context Clues: Homonyms and Homographs

nd Opinion Context Clues: Idioms

lsContext Clues: Foreign Words

:aggeration


ntrast Context Clues: Synonyms and Antonyms

: Implied Context Clues: Connotative/Denotative

: Dictionary/Glossary:Multiple-meaning Words

m Context Clues: Analogies

: Theme Dictionary/Glossary: Unfamiliar Words

Skill Vocabulary Strategy

Unit 16Autobiography Technology/Math Ask and Answer Questions Draw Conclusion

Make Inferences

Unit 17Historical Fiction Social Studies Fix-up Strategy Recognize Literar

Plot, Setting, and

Unit 18Informational Text: E-zine Technology Analyze Text Structure:

Problem and SolutionCompare and Co

Unit 19Biography Social Studies: Current Events Fix-up Strategy Identify Sequence

Unit 20Adventure Fiction Social Studies Make and Confirm Predictions Draw Conclusion

Make Inferences

Unit 21Persuasive Text Technology Paraphrase Persuasive Device

Unit 22Informational Text and Persuasive text

Science Analyze Text Structure:Compare and Contrast

Recognize AuthoViewpoint

Unit 23Informational Text Social Studies Create and Use

Graphic OrganizersDistinguish Fact a

Unit 24Informational Text: Newspaper Column

Social Studies: Current Events Summarize Main Ideas and Supporting Detai

Unit 25Mystery Technology/Math Visualize Literary Elements

Hyperbole and Ex

Unit 26Informational Text andPersuasive Text

Science: Environment Use K-W-L Strategy Compare and Co

Unit 27Analyze Text Structure: Classification

Social Studies: Current Events Analyze Text Structure: Classification

Cause and Effect

Unit 28Myth Arts Ask and Answer Questions Literary Elements

Symbolism

Unit 29Science Fiction Science Take Notes Distinguish Realis

from Fantasy

Unit 30Science Fantasy Science Create and Use Graphic

Organizers: Story MapLiterary Elements

Course IV Genre Cross-curricular Connection Comprehension Strategy Comprehension


Pacing Guides/Planning Charts

One approach to making daily assignments is shown in Table 1 below. In general, the computer time for the daily sessions suggested below will fit easily into a class period. If desired, a unit can be modified at the lesson, tutorial, or game level.

Table 1: Typical Weekly Schedule When Assigning an Entire Unit

Day 1 Day 2 Day 3 Day 4 Day 5

Offline Introduction

Use the material in the unit opener of the Teacher's Guide to prepare students to work on the unit.

Lesson 1: Genre & Vocabulary

Genre Study

Author's Purpose with Instruction and Modeling

Build Background,Activate Prior Knowledge

Vocabulary Strategy with Instruction, Modeling, Practice, and Application

Lesson 2: Reading Comprehension I

Comprehension Skill with Instruction, Modeling, and Practice

Comprehension Strategy with Instruction, Modeling, and Practice

Lesson 3: Strategic Reading

Set Purpose for Reading,Activate Prior Knowledge

Reading passage(s)

ComprehensionQuiz

Lesson 4: Reading Comprehension II

Comprehension Skill with Instruction, Modeling, Practice,and Application

Comprehension Strategy with Instruction, Modeling, Practice, and Application

33


Daily assignments can be made as shown in Table 2 below. Typically, practice with segments from two different units can be covered within a week, as shown in the table.

Table 2: Typical Weekly Schedule When Assigning Specific Strategy or Skill


First Unit Lesson 2: Introduction of Skill or Strategy

First Unit Assignment:

Comprehension Skill or Strategy segments with Instruction, Modeling, and Practice

First Unit Lesson 3: Strategic Reading

Set Purpose for Reading, Activate Prior Knowledge

Reading passage(s)

ComprehensionQuiz

First Unit Lesson 4: Application of Skill or Strategy

Comprehension Skill or Strategy segments with Instruction, Modeling, Practice, and Application Second Unit Assignment(same or new skill/strategy as appropriate) Second Unit Lesson 2: Introduction of Skill or Strategy

Comprehension Skill or Strategy segments with Instruction, Modeling, and Practice

Second Unit Lesson 3: Strategic Reading


Reading passage(s)

ComprehensionQuiz

Second Unit Lesson 4: Application of Skill or Strategy

Comprehension Skill or Strategy segments with Instruction, Modeling, Practice, and Application

34


Daily assignments can be made as shown in Table 3 below. Typically, practice with segments from at least two different units can be covered within a week.

Table 3: Typical Weekly Schedule When Assigning Specific Genre


First Unit Lesson 1: Genre & Vocabulary

First Unit Assignment

Genre Study withInstruction and Modeling



First Unit Lesson 3: Strategic Reading


Reading passage(s)

ComprehensionQuiz

Second Unit Lesson 1: Genre & Vocabulary

Second Unit Assignmentsame or new genre as appropriate

Genre Study withInstruction and Modeling



Second Unit Lesson 3: Strategic Reading


Reading passage(s)

ComprehensionQuiz

Offline Activity

Third Assignmentsuggested activities

Provide students with an offline example of the same genre, possibly from a textbook or periodical.

Use the blackline master versions of the strategic readings from Day 1 and 3 as the basis of a Reader's Theater activity.

Consult the book lists in the Lesson Plans, to extend the computer reading experience to print resources.

35


Comprehension Skills and Strategies Chart


Course III Units Course IV Units

Asking and Answering Questions

1, 22, 26 12, 16, 28

Author's Purpose 2

Author's Viewpoint 23, 29 22

Cause and Effect 5, 20 4, 11, 27

Comparing and Contrasting 9, 19 3, 18, 26

Drawing Conclusions 12 14, 16, 20

Fact and Opinion 11, 15 2, 8, 23

Fix-up Strategies 9, 19, 29 2, 17, 19

Graphic Organizers 8, 14, 27 15, 23, 30

Inferences 21, 27 14, 16, 20

K-W-L Strategy 2, 11, 16, 25 11, 26

Literary Elements

Alliteration, Metaphor, andSimile

7, 26 13

Author's Point of View 24 9

Hyperbole, Exaggeration 25

Personification 3

Plot, Setting, Characters 1, 13 6, 17

Symbolism 17, 30 28

Theme 30

Main Idea and Supporting Details

4, 16, 18, 25 7, 24

Paraphrasing 5, 15, 20 5, 8, 21

Persuasive Devices 10, 22 5, 12, 21

Predicting 12, 13 1, 9, 20

Realism or Fantasy 6 10, 29

Sequencing 8, 28, 14 1, 15, 19

Steps in a Process 8, 28

36


Summarizing 4, 7, 24, 28 7, 24

Taking notes 10, 18 4, 14, 29

Text Structure

Chronology 3, 21

Description 23

Heads and Subheads 3

Drama 6

Cause and Effect 10

Problem and Solution 18

Compare and Contrast 22

Classification 27

Visualizing 6, 17, 30 13, 25


Course III Units Course IV Units

37


Vocabulary Strategy Chart

Vocabulary Strategies Course III Course IV

Word Structure

Base Words 7

Greek and Latin Roots 10, 13, 26 7, 12, 25

Inflected Endings 3, 22

Prefixes and Suffixes 2, 14, 27 14, 20

Dictionary/Glossary

Multiple-meaning Words 8, 24, 25 15, 28

Unfamiliar Words 6, 18 4, 16, 30

Context Clues

Analogies 23 3, 8, 29

Connotative and Denotative Meanings 18, 27

Foreign Words 24

Homophones and Homographs 9, 15, 17, 29 2, 11, 22

Idioms 1, 19 6, 17, 23

Multiple-meaning Words 4, 20 5, 10, 21

Synonyms and Antonyms 5, 11, 21, 28 13, 26

Unfamiliar Words 12, 16, 30 1, 9, 19

38


Vocabulary Words by UnitThese vocabulary words are located in the unit Learner Vocabulary sections in the Teacher’s Guide.

Course III

1arrivedbathingpencilpoemsheltertense

2astronautsdataexperimentsgovernmentgravityimprovements

3beakdangerousenormousgentlemannatureprairiewoodpecker

4beneathbusinessglowinvented patientsrealized

5amountdesignhobbyknowledgemeasurepatternsquaretile

6approachedclutchinggrazeriddlesaplingvines

7adjustclatterinstrumentknivesprogramscreechsquawksquealsupply

8ballastcreatureeventuallyexplorehatchmissionpersonsubmarine

9coyotesgallopinghumanknotlassomercypioneerswound

10climatedinosaurexpensivefabulousmillionopinionpressurewindshield

11anxiousdeclareddreadentertainmentfirmlyimmediatelynervousstripedstubborn

12abundantcompetitioncontainexpeditionmammothponchorugged

13abundant competition contain expedition mammoth poncho rugged

14autobiographyconcentrateddiscoveryenergyinventorinvestigatedinvisiblepulseresearch

15annoyedcasuallydiscouragedembarrassingenthusiasmminuteobjectsly

16achievedcustomersemployedfertilizernotionproceedsprofitswarehouse

17aloudcomplaincomplimentcountlessdeterminedphysicaltalent

18colonialdestinationglaciersmagnificentregiontourist

19consumer(s)factor(s)impressioninterviewspercentpollproductssample

20accountarticlebetrayedcanceledfranticnormalsuspicioustheorytradition

21bargecrampedgarmentimmigrantindignantpatiencepovertythrust

22carcasscreatingendangeredpreypopulationrestorethriving

23amazedcirculate(s)deviceextremeinternalpalmtemperaturevacuumvessels

24bacteriaextraordinarymoldobserve(d)solutionspecimens

25exertsfrictionhorizontalphysicsrotateroutinesolestunt

26activityascendingdescentfluidfoliagerations

27cooperationcoordinateslatitudelocationlongitudesatellite(s)transmitting

28abstractannualconceiveddevisedessentialpanelpreliminaryprimaryremarkable

29axisciteflairflarehemispherehorizonphenomenonritetwilight

30antiquearchitectchutedikedistractmoistureoutrageplaquevow

39


Course IV

1animationcomplicateillusionslive-actionmechanicallyprocesssequencestoryboards

2basscapableentrancemelodymotivatedperformancepositiveproject

3adultsathletecivilizationsconcludeintensetranslate

4appliedcodescommunicationdeterminationhackerimposterintellectualmathematicalstrategies

5absurdatmospheredemocracyexposedfurthermorescientifictissue

6acquaintanceassignmentattitudedebatinginspiredlecturingrelatescheme

7acknowledgeeffectivefumesgraphpuncturespeculate

8compostdiscardenthusiasticownershipsowntransform

9chasmeruptinggeologistgeyserovercomeshaletetheredtorrent

10adhesiveanguishcooperativedepartexclusiveharmonyrestless

11advancementconducthostileimprintsecuritytraitsunique

12classiccriticdialoguedirectoridentifynegative

13agileawkwarddigestedhasteillustratemuscularprobable

14assemblyenvironmenthazardousimmortalityimpressivemicroscopic

15chordcreativefantasyfundamentalsgaugeinstructorlyrics mimicobstacle

16anatomycomprehensionevidenceforensicnonporousoccupational therapy

17cherishcomplaintgenuineintentionmuralspectacular

18amusementaudiblecuemerchandiseprofitablepublisher

19celebritiescontemporaryconventionaldespiteembracedinvasionpotentialrejectedswivel

20authenticelatedencounteredfathommustyperishedprovocationsecretedsystematically

21accessadvocatebudgetdiscountsfinancialidentificationillegalprivacytransactions

22analysiscalculatecompressesgalaxyinfinitelyopticalphysicisttelescope

23ambassadorsclamoringcomebackdominatehospitablemaneuverpoliticiansraciallyrebel

24adolescenceconfirmationdiplomatexposureexternalguaranteedoptrenownedsignificantly

25collisioncompromisingconsistentdisruptingelapsedequivalenthabitationinsignificantoptimistic

26amendmentbasiccivicdisagreeenergeticviolates

27acceptablefictionintriguerecededsanctuarysubstantiateverify

28arrogantdeprivedflawlessinspirationrashlyremorse

29anticipateconcedeconverteddimensionalobservatoryproberepresentation

30catapultingcollideddecipherdesolateepisodeeternityformulainhaledpredicament

40


Lexile Levels and Genres of Reading Passages

Course III

UnitNo.

Lexile Level

Passage Title Genre

1 570 "I Will Be Stronger Than the Fear in My Heart" Narrative Fiction

2 680 "Mars: Where No Man Has Gone Before" Informational Text: Magazine Article

2 640 "Give Me Stronger Gravity!" Science Fiction

3 600 "Into the Unknown" Historical Fiction

4 620 "Cool Kid Inventions" Informational Text: Newspaper Article

5 700 "It Figures!" Informational Text: Online Article

6 580 "The Kudzu Invasion" Fantasy

7 700 "Finding a Way" Adventure Fiction

8 860 "Robert Ballard, Modern Sea Explorer" Biography

8 890 "Dive" Informational Text: Procedures

9 770 "The Tall Tale of Pecos Bill" Tall Tale

9 850 "Life of a Cowhand—Yesterday and Today" Informational Text: Textbook

10 870 "Walking on the Ceiling" Persuasive Text: Speeches

11 710 "The Fun Was in Tents" Narrative Nonfiction

12 710 "Can You Dig It? The Mystery of the Hopi Pots" Mystery

13 700 "Finding Gold in the Clouds" Adventure Fiction

14 790 "From Science Fiction to Laser Light: My Path to Discovery"

Autobiography

15 NA "Slip of the Tongue" Drama: Reader's Theater

16 850 "Young Teen Builds a Business…on Worms!" Informational Text: Magazine Article

17 NA "Into the Spotlight" Poetry: Narrative

17 NA "Exit Stage Left" Poetry: Humorous

18 830 "Star-Spangled Planner" Informational Text: Brochures

19 840 "Who Asked You? Polling Today's Youth" Informational Text: Book

19 880 "Don't Ask! The Problem with Polling Kids" Persuasive Text: Opinion

20 820 "The Mystery of the Missing Field Trip" Mystery

21 850 "Journey to Ellis Island" Historical Fiction

22 970 "A Howling Success: Returning Wolves to Yellowstone"

Persuasive Text: Essay

22 930 "The Gray Wolf Needs YOUR Help!" Advertisement

23 930 "Can't Stand the Heat" Informational Text: Online

24 900 "Brewing Up Trouble" Science Fiction

41


25 900 "Riding the Air: The Physics of Skateboarding" Informational Text: Encyclopedia

26 820 "Under a Blanket of Stars" Realistic Fiction

27 910 "The Satellite Hunter" Informational Text: Scientific

28 920 "Battle of the Toys" Informational Text: Procedures

29 910 "The Midnight Sun" Informational Text: Web Site

29 840 "My Visit to the End of Night" Informational Text: Blog

30 810 "How Da-Yu Controlled the River" Myth

Course IV

Unit No.

Lexile Level

Passage Title Genre

1 970 "Uncut: An Interview with an Animator" Informational Text: Interview

2 1060 "Keeping It Real: The AmountBoyz" Informational Text: Profile

3 1050 "The Ancient Sports of Rome" Historical Nonfiction: Magazine Article

3 NA "The Goalie's Journey" Poetry: Narrative

4 1030 "Creating Unbreakable Codes: My Life as a Cryptographer"

Autobiography

5 950 "Music to Your Ears" Persuasive Text: Speeches

6 NA "The First Red Creek Crafts Festival" Drama

6 990 "The Fish out of Water" Fable

7 1030 "A Kernel of Truth" Informational Text: Newspaper

8 1030 "Food for Thought" Persuasive Text: Pamphlet

9 970 "Blue Sky, White Water" Adventure Fiction

10 900 "How the Tortoise Cracked Its Shell" Folktale: Trickster Tales

10 900 "A Superstar Gets Soaked" Realistic Fiction

11 1040 "Who Goes There? The Technology of Identification"

Informational Text: Magazine Article

12 1010 "Ready for My Close-Up: The Life of a Film Critic"

Informational Text: Magazine Article

12 980 "Here's Looking at You: Casablanca" Review

13 1050 "Reality Check" Realistic Fiction

14 1080 "Moving into the Robot Generation" Informational Text: Book

14 1070 "The Case Against Robots" Persuasive Text: Editorial

Course III (Continued)

UnitNo.

Lexile Level

Passage Title Genre

42


15 1040 "Backstage Pass" Biography

16 950 "Heather H., Crime Scene Investigator" Autobiography

17 1020 "Playing by Ear" Historical Fiction

18 1030 "Signs and Suspicions" Informational Text: E-zine

19 1030 "Rev It Up" Biography

20 980 "Treasured Books" Adventure Fiction

21 980 "Tracking Technology: Is It Being Taken Too Far?" Persuasive Text: Speeches

22 1030 "Black Holes: Weird, but Not Worrisome" Informational Text: Research Paper

22 1030 "Why Study Space?" Persuasive Text: Editorial

23 970 "Fast Break: Basketball for All" Informational Text: Historical Magazine

24 970 "Healthy, Wealthy, and Wise" Informational Text: Newspaper Column

25 1010 "The Assignment of a Lifetime" Mystery

26 1110 "The First Amendment: Cornerstone of Freedom"

Informational Text: Textbook

26 1100 "The First Amendment: Freedoms for Americans of All Ages"

Persuasive Text: Letters to the Editor

27 1040 "Did You Hear the One About…?" Informational Text: Web Site

28 1050 "Music in the Air: The Myth of Marsyas & Apollo"

Myth

28 1030 "How People Came to the South Pacific" Myth

29 1150 "Shadow Planet" Science Fiction

30 1060 "Trapped in a Comic Book World" Science Fantasy

Course IV (Continued)

Unit No.

Lexile Level

Passage Title Genre

43


Sample of Course 3, Unit 27 Lesson Plan©

200

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226

DESTINATION READING

Explain to students that scientific writing is informational text on the subject of science. Informational text is nonfiction writing that provides factual information about a particular subject. The author's purpose is to share information about science. Sometimes the writer is a scientist who writes for other scientists and so uses many technical ideas and terms. Other writers will present information for an audience that is less familiar with science. Ask: What television shows have you seen that are about science? Students may name shows about animals or nature.

Tell students that scientific writing may be an essay, a magazine article, a science textbook, a science Web site, or a page from an encyclopedia. To clarify information, scientific writing may include the following:

• pictures or illustrations

• diagrams to explain the concepts

• technical terms, often followed by their definitions

• ideas for games and projects that use science

• factual information.

Tell students that when they make inferences, they add up clues gleaned from the text and use these clues, in addition to prior knowledge, to make an inference. The facts in the story and what students already know help them make inferences. Tell students that sometimes their inferences may be incorrect. After they read ahead, however, they may change them on the basis of new information.

Tell students that a graphic organizer, such as a three-column chart, may be used to help them comprehend text. By filling in a graphic organizer while reading, readers can keep track of information or events. Remind students that a typical three-column chart that students fill in before and after reading is a K-W-L chart. The K and W columns are filled in before reading. The K column activates prior knowledge, and the W column functions as the student's "set purpose for reading" statements. Students fill in the L column after reading. Graphic organizers can help readers understand what they read.

Students can use their knowledge of base words and prefixes and suffixes to determine the meaning of unfamiliar words. Explain to students that the prefix mal- means bad or badly. Ask: What does the word function mean? What happens to the word function when you add the prefix mal-? What does the new word malfunction mean?

Preteach: Instructional Terms

The Satellite Hunter

Geocaching is a popular worldwide game of sophisticated hide-and-seek, using technology. Players hide a cache, which should contain small treasures and a logbook. Other players use GPS to find the hidden cache. More than 200,000 caches are hidden around the world.

Lexile: 910 Word Count: 895

Summary of Reading Passage

Genre: Informational Text (Science Essay)

Title: The Satellite Hunter

Cross-Curricular Connection: Science

Comprehension Strategy: Create and User Graphic Organizers (Three-column Chart)

Comprehension Skill: Make Inferences

Vocabulary Strategy: Word Structure (Prefixes and Suffixes)

Decoding Support: Use Affixes to Chunk Words (Structural Analysis)

Scope and Sequenceat a Glance

UNIT 27: The Satellite Hunter

UNIT 27 OPENER

44


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227

Introduce the lesson's vocabulary words by reading the following sentences aloud. After you read each sentence, repeat the vocabulary word and read aloud its definition.

cooperation Noun. State of working together. Cooperation between citizens and the police creates a safer community.

coordinate Noun. (1) Any of a set of numbers showing the location of a certain point, as on a graph. coordinate Verb. (2) Bring together in a common activity or action. (3) Have the effect or appearance of having been designed to be used or worn together.(1) These map coordinates show where we can find Lassen

Volcanic National Park.(2) Our class president is coordinating the activities for

homecoming.(3) My new jacket coordinates well with this blouse and skirt.

latitude Noun. (1) Location measured in degrees north or south of the equator. (2) Freedom from usual constraints.(1) The geographic North Pole is the northernmost place on

Earth, located at 90º North latitude.(2) Dad gave us some latitude for staying out late during the

summer.location Noun. Position or place where something is.

Yosemite National Park is the location of the majestic Half Dome.longitude Noun. Location measured in degrees east or west of a

north-south line called the Prime Meridian.On a globe, all lines of longitude come together at the North Pole.

satellite Noun. (1) Spacecraft designed to orbit Earth, the moon, or other body in space. (2) Moon or another body in space that orbits around a larger body.(1) The first satellites launched in 1958 were used for

communication.(2) Triton is the largest of Neptune's eight known satellites.

transmit Verb. (1) Send from one person to another. (2) Send out radio or television signals. (3) Hand or pass down. (4) Allow something, such as light, to pass through some kind of material.(1) Jessica is transmitting a message to Kim through her cell

phone.(2) The local music station can transmit to areas more than 100

miles away.(3) Some traits such as eye color are hereditary, transmitted

genetically from parents to their children.(4) Smoked glass transmits less solar heat than clear glass.

variation Noun. (1) Something slightly different from another of the same kind. (2) Slight change from the norm.(1) Many variations of the fable The Fox and the Grapes have

been passed down over time.(2) We noticed few variations in temperature over the last week.

Learner VocabularyAsk students to write journal entries on this topic: What do you like best about science? If you could be a scientist, what type of scientist would you want to be? Would you want to work on the environment? With animals? With technology?

Students who enjoy this genre may choose from these selections for further reading.

Awesome Science by Katherine Gleason. 2004. Scholastic. (Below-level students.) This book contains true stories about scientific study that is currently taking place. Lexile: 760

Geography from A to Z by Jack Knowlton. 1988. HarperCollins Publishers. (On-level students.) A dictionary of geographic terms describes Earth's features. Lexile: 880

Sea Clocks: The Story of Longitude by Louise Borden. 2004. Simon and Schuster.(Above-level students.) This is an illustrated book about longitude. Lexile: 910

Students who are fascinated by games may find these books intriguing.

Gail Devers by Bill Gutman. 1996. Raintree Steck-Vaughn Publishers. (Below-level students.) This biography tells of a woman who almost lost her feet because of an illness, but recovered to win in the Olympic Games. Lexile: 800

Play Around the World by Patricia Lakin. 1995. Capstone Press. (On-level students.) This book describes games from around the world. Lexile: 870

Destination Journal

Book Lists

Books of the Same Genre

Books with Related Themes

UNIT 27: The Satellite Hunter UNIT 27 OPENER (CONT.)

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DESTINATION READING

Assess students' prior knowledge of scientific informational text by asking them whether they know the meanings of the terms longitude and latitude. Explain to students that longitude and latitude are sets of imaginary lines that circle the Earth. Ask: Which way do longitude lines run? Some students may know that longitude lines run north and south, as does the prime meridian. Latitude lines run east and west, as does the equator. Show students a globe. Have them find the latitude and longitude lines.

Tell students that the main purpose of this genre is the sharing of scientific information. Sometimes scientists will write for other scientists and use lots of technical ideas and terms. At other times writers will write materials for an audience that is less familiar with science.

Remind students that scientific nonfiction might be a scientific paper, a science article in a newspaper, a science textbook, a science Web page, or a page from an encyclopedia. Scientific nonfiction makes scientific thinking clear by using

• pictures or illustrations

• diagrams to explain the concepts

• technical terms, sometimes followed by definitions of their means

• ideas for games and projects that use science

• factual information.

The slide show in the courseware is about different kinds of maps. Assess students' prior knowledge of this subject. Ask: How do lines of longitude and latitude help you locate a place or an object? Why is it important to know the exact location of something?

Remind students that although GPS is a relatively new way to determine location, maps have been around for thousands of years. Ask: Why might early people have been interested in maps? What kinds of maps are useful? What different kinds of maps have you used?

Genre Study

Build Background

Geocaching is an outdoor worldwide treasure hunt. Players use GPS to place and to find a container, or cache, pronounced like the word cash. Caches are hidden in more than 220 countries around the world, with most of them located in the United States.

QuickFact: Geocaching

• Recognize distinguishing features of scientific nonfiction.

• Recognize the author's purpose in writing scientific nonfiction.

• Learn the meanings of grade-level and content vocabulary words in context.

• Learn the meaning of prefixes, including mal-, trans-, and semi-, and of suffixes, including -al, -ial, -ive,-ative, and -itive, to determine word meaning.

• Use knowledge of prefixes, including mal-, trans-, and semi-, and of suffixes, including -al, -ial, -ive, -ative, and -itive,to determine the meaning of words with both prefixes and suffixes.

• Create sentences demonstrating knowledge of prefixes and suffixes or grade-level vocabulary.

Learning Objectives

UNIT 27: The Satellite HunterLesson 1: Genre and Vocabulary Study

LESSON 1 PLANNER

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Students are told that they can change the meaning of a base word by adding a prefix at the beginning of a word or a suffix at the end of a base word. Review with students each prefix and its meaning: mal-(bad or badly), trans- (across, on the other side of), and semi- (partial, somewhat, half). Also review the suffix -al. Provide students with the words nation and function, and tell them to add the appropriate prefix or suffix to form new words. Students should use their knowledge of the base word and of prefixes and suffixes to suggest definitions for the new words. Point out that the word's part of speech may change when the prefix or suffix is added.

ELL: To help students learn prefixes and suffixes, distribute a short scientific article that has been enlarged as a photocopy. This article should include several words containing the prefixes and suffixes that students are learning. Have students use one colored pencil to highlight the base word, another color to highlight the prefix, and a third color to highlight the suffix. Tell students to write a definition of each word.

Special Needs: Give students a list of words with the targeted prefixes and suffixes. Have students make a two-column chart. In the left-hand column, they should write what they think the words mean. Then, have them look the words up in a dictionary and write the definition in the right-hand column. Emphasize that students should focus on recognizing the meaning of the words as they are changed by the affixes, rather than on trying to write a dictionary-style entry.

Above-level Students: Have students experiment with language by inventing new words that contain suffixes and prefixes. Have each student prepare a list of these words with definitions that he or she has written. Tell students that their words should not be nonsensical, but should follow the rules of the English language. Have students compare their lists.

Have student partners play a modified game of in-school geocaching. Provide students with containers and treasures, such as photographs, books, magazines, or toys. Have pairs take turns hiding the caches somewhere on the school grounds or in the classroom. Teams write clues that will lead other teams to the cache. Teams who find the cache keep the treasures, and then help other teams find caches.

Vocabulary Strategy: Prefixes and Suffixes

Differentiated Instruction

Quick Connect Activities

Have students write journal entries about their favorite game. They should include information about how the game is played and why the game is their favorite.

Check the Practice and Apply activities in this lesson for results you can assess.

Before students take the lesson tests provided in the courseware, check their confidence in the skills:

• Have students write words that include each prefix or suffix they are studying, then write the definition of the base word, and then write the definition of the new word.

• Give students several scientific facts. Have them use these facts to write sentences using grade-level vocabulary.

Destination Journal

Lesson Resources:Assessment Toolkit

UNIT 27: The Satellite Hunter Lesson 1: Genre and Vocabulary Study LESSON 1 PLANNER (CONT.)

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DESTINATION READING

UNIT 27: The Satellite Hunter Lesson 2: Comprehension Skill and Strategy

LESSON 2 PLANNER

Tell students that when people make inferences, they combine information or facts with what they already know. On the board, write Facts + What I already know = Inference. Explain to students that sometimes evidence is presented that makes it necessary to change an inference. When reading scientific texts, people may make inferences, but then as more evidence is presented, they may need to alter their thinking.

Tell students that a three-column chart is a useful way of organizing reading materials, making them easier to review and comprehend. When reading informational text, students should always look for key topics and key words. Students will use these key topics and key words in their graphic organizers.

In the courseware, students are given a scientific nonfiction passage. After students read the passage, they are instructed to select appropriate categories for a three-column chart. Remind students to read the passage at least twice and to look for key topics and key words.

ELL: Provide students with two or three short scientific passages. For each passage, have them read the first paragraph or two and make an inference. Then have them read the rest of the passage to learn whether the inference is correct.

Special Needs: Provide students with a nonfiction paragraph from which they can make one or two inferences. Have students write their inference(s) on a sheet of paper and discuss them with another student.

Above-level Students: Have each student write a nonfiction paragraph from which a reader could make one or two inferences. Working with partners, have students read and then discuss their inferences with one another.


Comprehension Strategy: Three-Column Chart


Check the Practice activities in this lesson for results you can assess.


• Have students write a lesson for a younger class on how to make inferences.

• Provide students with copies of a scientific passage with three key points. Ask students to organize the information in a three-column chart.

Assessment: Toolkit

• Recognize how to alter inferences based on evidence in a scientific nonfiction text.

• Identify inferences that need to be altered based on evidence in a scientific nonfiction text.

• Recognize that the purpose of using a three-column chart is to improve reading comprehension.

• Select information to record in a three-column chart to increase comprehension.

Learning Objectives

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In the informational article "The Satellite Hunter," readers learn about geocaching, a game being played around the world by means of Global Positioning Systems (GPS). GPS is a system that tells the precise latitude and longitude of any location.

Players of geocaching, called geocachers, put together a cache, a collection of small treasures within a waterproof container. Cache treasures may be books, coins, toys, CDs, or other small items. Caches also contain a logbook and a pen or pencil. The geocacher hides the cache and uses a GPS to pinpoint the latitude and longitude of that exact location.

Next, the geocacher posts the latitude and longitude coordinates on geocacher Web sites where other players can find them. Players then go in search of the cache. After finding a cache, the player writes his or her name, along with the date and time, in the logbook. Then the player posts a note on the Internet about finding the cache.

More than 200,000 geocaches are hidden around the world on every continent. Some are located in the ocean and others on mountain peaks. Still others are located in local communities, and even in schools. Community service projects, such as hiking trail maintenance projects, often include caches to make cleanup interesting and fun.

Geocaching is a game of cooperation and communication. It allows people of all ages to play and connect with one another. It is a worldwide game of hide-and-seek with the use of modern-day technology.

Geocaching appeals to many different people with many different interests and abilities. Think about why you might like geocaching. Would you like to meet people in other places? Do you like solving puzzles or mysteries? Do you like computers, math, or navigation? Do you enjoy travel and adventure? If so, you might like geocaching.

Write a journal entry about why you might like geocaching. Describe where you would like to look for caches if you had every means necessary to make the search.

Story Summary

Destination Journal

Use the Comprehension Quiz to assess students' understanding of the passage.


• Provide each student with a copy of one scientific article. Have students record the inferences they make as they read the article.

• Have each student write a short story about geocaching that includes at least five of the vocabulary words.

• Have students make a chart of the base words, prefixes, and suffixes studied in this lesson.

Assessment: Toolkit

• Read a scientific nonfiction text to build vocabulary, fluency, and comprehension.

• Record information in a three-column chart while reading a scientific nonfiction text to increase comprehension.

• Make and alter inferences as needed while reading a scientific nonfiction text.

• Use knowledge of prefixes, including mal-, trans-, and semi-, and of suffixes, including -al, -ial, -ive, -ative, and -itive,to improve comprehension of vocabulary while reading a scientific nonfiction text.

• Demonstrate comprehension of a scientific nonfiction text.

Learning Objectives

UNIT 27: The Satellite Hunter Lesson 3: Summary and Journal Writing

LESSON 3 PLANNER

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DESTINATION READING

UNIT 27: The Satellite Hunter Lesson 4: Comprehension Skill and Strategy

LESSON 4 PLANNER

After students read the passage, ask them what inferences they can make about geocaching. Students may say that geocaching is fun and that it is played around the world. Ask: Which words or ideas support the idea that geocaching is fun? Which facts support the idea that geocaching is played around the world?

In the courseware, students read informational text and are given an inference. After reading additional information, students alter the inferences on the basis of additional information.

Review the three-column chart with students after they have read "The Satellite Hunter." Tell students that they can use headings as main topics for their chart. Ask: What three major topics would you put into your chart? Students may suggest these: What Is Geocaching?, Geocaching Around the World, and Geocaching Is Popular.

In the courseware, students complete a three-column chart by dragging correct pieces of information and dropping them in the proper places. They create their own headings. Remind students to look for main topics for their headings.

ELL: English language learners will benefit by reading the passage three times: the first time silently, the second time aloud, and the third time silently. Encourage students by reminding them again that becoming familiar with the language will take practice.

Special Needs: Have students use the board to make a three-column chart and use it to organize the information in "The Satellite Hunter."

Above-level Students: Have students use school-approved Web sites to research geocaching and write a report on their findings. Reports should include information about the different countries where geocachers are located, the items found in the caches, and how to participate in geocaching.


Comprehension Strategy: Three-Column Chart


Check the Practice and Apply activities in this lesson for results you can assess.


• Have each student write a one-page article about a treasure hunt that he or she has taken or would like to take. Then have student partners exchange articles, and have each student find three key points that can be made into a three-column chart.

• After each student has listed three key points, have students create a three-column chart using these points. Organize the class into small groups and have students discuss the ways that the chart helped them comprehend what they read.

Assessment: Toolkit

• Alter inferences based on evidence in a scientific nonfiction text.

• Complete a three-column chart after reading a scientific nonfiction text to assist comprehension.

• Evaluate the usefulness of a three-column chart to increase comprehension.

Learning Objectives

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233DESTINATION READING COURSE 3

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UNIT 27: The Satellite Hunter

Name: ________________________________________________ Date: _________________________________

Directions: You have learned how to use a Three-Column Chart as an aid to understanding. As you read, use the Three-Column Chart below to record information. Write a key topic as the heading for each topic. Then record an important detail in each space below the heading. Remember to use key words from what you read.

Comprehension Strategy: Using a Three-Column Chart

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