Destination Reading Training Manual

Transcription

Part of the Destination Success™ Solution
for Learning Management System version 3
Training
Manual
www.riverdeep.net
Part of the Destination SuccessTM Solution
for Learning Management System version 3
Training
Manual
For more information about Riverdeep products
visit www.riverdeep.net
© 2005 Riverdeep Interactive Learning Limited. All rights reserved. This manual may not be reproduced in any form or by any means
without the prior written permission of Riverdeep, Inc. LLC, 100 Pine Street, Suite 1900, San Francisco, CA 94111.
Destination Reading for Learning Managment System version 3
Training Manual
Table of Contents
1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. Training Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Destination Reading Checklist for Initial Training . . . . . . . . . . . . . . . . . . . . .4
3. Launching Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4. A Journey through Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Course I Emergent Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Course I Phonemic Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Course I Phonics Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Course I Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Course I Vocabulary/Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Course I Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Course II Phonics Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Course II Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Course II Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Course II Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Course II Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
5. Activity Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
6. Destination Reading Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
7. Classroom Management of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 36
8. Meeting the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Introduction
1
Destination Reading
The Destination Reading series is a comprehensive, electronically based reading curriculum. It
teaches students to read fluently and with understanding. Destination Reading uses a balanced
approach that explicitly teaches phonics, decoding, and comprehension skills within and around
language and literature-rich activities.
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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Training Manual
Key product features that will be addressed in the training include:
• Guided practice activities that use the program tools
• Investigation of how Destination Reading addresses the five key components of reading as set forth
by the National Reading Panel: phonemic awareness, phonics/decoding, fluency, vocabulary, and
construction of meaning
• A focus on Destination Reading’s carefully structured whole-part-whole approach to reading
instruction, where learners are explicitly taught phonics, decoding, and comprehension skills in the
context of a wide range of authentic fiction, nonfiction, and environmental texts
2
Training Objectives
2
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.
3
Training Manual
Destination Reading
Checklist 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 Classroom and Take Home activities.
__________
Explore different activities while thinking of ways to
incorporate them into the classroom.
Lesson Planning and Classroom Management
_________
Be familiar with the three main implementation strategies.
_________
Create a Destination Reading lesson plan using an
implementation strategy that applies to your classroom
situation.
I have successfully completed all of the above.
_______________________________________________________________
Signature
_______________________________________________________________
Date
4
Launching
3
Destination Reading
Launching Destination Reading
This section shows you how to launch Destination Reading. The following activities will lead you
through the launch process of Destination Reading with the Learning Management System
(LMS).
The main menu screen is easy to navigate. Two courses are available. Within each course are
units. Within each unit are activities.
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Training Manual
Launching Destination Reading
Activity 1:
Launch Destination Reading
with LMS as a Teacher
1. On the desktop, access Destination Success using the
following URL: ______________________________.
2. Type your user name and password and click Log In.
If you use a teacher user name and password, follow these steps to launch a Destination
Reading course.
1. From the Home screen, click Explore Content.
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Training Manual
2. Select the Language Arts tab. To select Destination
Reading Course I, click the green Launch button.
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Training Manual
Activity 2:
Launch Destination Reading as a Student
If you use a student user name and password, follow these
steps to launch a Destination Reading course. Students who are
capable of entering text can type their user name and
password. Students who cannot yet read and write can select
Simple Log In.
For Students
1. Type a user name and password provided by the trainer.
Then click Log In.
2. Click Exploration from the Home screen.
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Training Manual
3. Select Destination Reading Course I by clicking Launch.
For Nonreaders/Nonwriters
1. Click Simple Log In.
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Training Manual
2. Select the class name and the student’s name.
Then click OK.
3. Select Exploration, then launch a course.
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Training Manual
Navigating through Destination Reading
Destination Reading has two courses. Within each course are
units. Within each unit are many activities.
Activity 1:
Navigating Courses/Units/Activities
1. Launch Course I if you have not already done so.
2. Roll your cursor over each steppingstone along the path
to view all the units.
3. Select the first unit—Print in Our World.
4. Roll your cursor over each blue circle along the path to
view all the activities.
5. Click the first blue circle on the path,
Lesson 1—B-I-N-G-O.
6. When the song is done, click the Next button
to continue to the next lesson.
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Training Manual
Activity 2:
Navigating Buttons
1. Explore the navigation buttons.
Map—Exits activity
and returns to the
unit menu
12
Help—Repeats
current
instructions
Back—Takes you
to the previous
activity
Replay—Restarts
the current
activity
Next—Takes you
to the next
activity
Print
A Journey through
4
Destination Reading
Destination Reading is a K–3 comprehensive reading program in which the primary
components reflect the research literature on elements of reading instruction that have been
shown to be effective in helping students learn to read. These components include the five
areas of reading instruction that work, documented by the National Reading Panel (NIH/NICHD,
December 2000).
Emergent Literacy
•
•
•
•
Intentionality
Form of Written Text
Conventions of Print
Alphabetic Principles
Phonemic Awareness and Phonics Instruction
• Explicit and Systematic Instruction
• Letters and Their Sounds
• Planned Set of Phonemic Elements
Fluency
• Automated Readers
• Decodable Readers
• Sight Word Lessons
Vocabulary
• Vocabulary Instruction
• Grammar
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Training Manual
Comprehension Strategies
•
•
•
•
•
•
•
Targeted to Genre Types
Recall Questions
Graphic and Semantic Organizers
Summarizing
Cause and Effect
Comprehension Monitoring
Predicting/Accessing Prior Knowledge
Course I
Emergent Literacy
Not all children bring to kindergarten the same experiences; this includes their experience with
printed language. Research has shown that a child’s lack of emergent literacy skills is an
obstacle to becoming a successful reader. Destination Reading begins with two emergent
literacy units to cover those prereading concepts.
Unit 1
Intentionality of printed language
1. Introduces print through context of familiar songs
(choose one):
•
Activity 1—B-I-N-G-O
•
Activity 9—If You’re Happy and You Know It
•
Activity 10—She’ll Be Comin’ ’Round the Mountain
2. Introduces printed language within the home, store, zoo,
and community—Lessons 2–5
•
Activity 2—At the Breakfast Table
Written text and conventions of text
Choose one to view:
1. Teaches the concept of a book title, author, and
illustrator
•
Activity 6—It’s Time for Bed
2. Teaches how letters form words and how words form
sentences
•
Activity 7—The Thirsty Frog
3. Introduces conventions of text showing different types of
punctuation
•
Activity 8—The Pig and the Pancake
4. Writing activity—Children complete a rebus activity in
which stickers turn into written text
•
14
Activity 11—My Sentence Maker
Training Manual
Unit 2
Alphabetic principles—Children must learn that letters generally stand for isolable “phonemes”
(speech sounds) and then learn to match particular letters to certain sounds.1
Choose one to view:
1. Children work on recognizing letters and associating
them with words.
•
Activity 2—My Alphabet Book
2. Children work on identifying letters in different forms
and differentiating them from numbers and symbols.
•
Activity 4—Letter Shapes and Sizes
3. Children put letters into alphabetical order.
•
Activity 5—Alphabet Train
4. Children match words with letters.
•
Activity 6—Alphabet Book: Find the Picture
1 Purcell-Gates,V (1996). Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent
literacy knowledge. Reading Research Quarterly, 31, 406–428.
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Training Manual
Course I
Phonemic Awareness
Because children have to be able to decipher printed language, they must know what sounds
the letters make. Destination Reading offers explicit instruction about the sounds with
opportunities for the child to isolate and manipulate the sounds through many media.
Course I: Units 3–6
Destination Reading teaches consonant and short vowel sounds systematically through the
whole-part-whole approach. Once the sound has been introduced, explicit information is given
about the correct sound the letter makes and opportunities are provided for the student to
isolate and manipulate the sound. The child is then given an opportunity to identify the sound
in a word.
Please view these in order:
1. Introduce the sound of the letter B.
•
Unit 4, Activity 1 – Baboons
2. Teach the B sound and asks for the student to distinguish
it from other sounds.
•
Unit 4, Activity 2—Find the B Sound
3. Identify the B sound at the beginning and end of words
in a mapping activity.
•
Unit 4, Activity 3—Find B Words
4. Culminate the lesons with a writing activity.
•
16
Unit 4, Activity 4—Make Your Own Baboon Book
Training Manual
Course I
Phonics Instruction
Phonics instruction is explicitly and systematically taught in Course I, with more advanced word
study in Course II.
Course I: Units 7–11
Destination Reading teaches the letter relationships and blends, some of which include the long
vowels, the soft c and g, blends, and some diphthongs.
Here is an example of whole-part-whole phonics instruction; please view these in order:
1. Introduction of the effect of the “e” on CVC words
through a poem
•
Unit 8, Activity 1—I Am E
2. The Long E Rule is taught through an engaging song
•
Unit 8, Activity 2—Hey Tiger!: The Silent E Song
3. Exploration and Practice
•
Unit 8, Activity 3—Silent E Tree: Explore
4. Form CVCe and CVC words
•
Unit 8, Activity 4—Silent E Tree: Find the Word
5. Identifying CVCe and CVC words
•
Unit 8, Activity 5—Listen for Silent E Words
Here are examples of other phonics activities embedded within many of the units in Course I:
1. Word Builders—Constructing CVC words by adding
letters
•
Unit 3, Activity 30—Word Builder 1
2. Word Family Portraits—Identifying CVC words that
belong to different word families
•
Unit 3, Activity 31—Word Family Portraits 1
3. Word Puzzles—Identifying words with specific target
sounds (short vowels, single consonants)
•
Unit 7, Activity 5—Word Puzzles 1
4. Ice Puzzles—Combining consonant blends with word
parts to create new words
•
Unit 10, Activity 4—Ice Puzzles: Explore Blends
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Training Manual
Course I
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. All the stories can be printed for students to read at home:
1. Read Aloud Text (automated readers)—Students can click the dot next to the sentence to hear the
entire page read to them, or they can click single words to hear them read individually.
•
Course I, Unit 14, Activity 1—Maria’s Mail
2. Decodable Readers—Students do not have the option to have these stories read aloud. Stories of
this type reinforce the learned sounds in a controlled reading environment. They are found only in
Course I.
•
Course I, Unit 5, Activity 28—Pet Shop: Read on Your Own
Sight Word lessons are integrated throughout Course I in an effort to extend automaticity.
Destination Reading teaches 98 of the 220 original Dolch sight words. Students are introduced
to seven to nine sight words per unit, and then they complete an exercise placing them in
sentences:
• Course I, Unit 4, Activity 28—Sight Words 1
DESTINATION READING DOLCH WORDS: BY UNIT
Unit 4
A
I
No
Of
The
Unit 5
And
Are
Me
This
To
Unit 6
For
Go
That
You
18
Unit 7
He
My
Said So
Was
Unit 8
As
Be
Because
His
Now
One
They
With
Unit 9
Five
Four
From
Have
Three
Two
Until
Unit 10
All
By
Very
Were
What
When
Word
Your
Unit 11
Do
Only
She
Their
There
Use
Which
Unit 12
About
Black
Fossils
Please
Pretty
Some
Unit 13
Into
Look
Say
Want
White
Would
Unit 14
Again
Any
Could
Open
Through
Today
Write
Unit 15
Been
Call
Find
Water
Who
Unit 16
Come
Every
Fly
Give
Going
Know
Unit 17
Live
Old
Once
Over
Thank
Walk
Training Manual
Course I
Vocabulary/Grammar
Vocabulary
Understanding what words mean is a critical and inherent part of text comprehension. There
are many different types of vocabulary instruction; two of them are:
• Direct Instruction: New words are taught because they are needed for a specific text to be read.
• Indirect Instruction: Words are learned in context of reading a passage.
Destination Reading includes these two methods as well as many others to facilitate vocabulary
instruction:
1. Presents vocabulary in the context of the text itself, including many text genres that enable students
to learn a variety of new words from different content areas
•
Course I, Unit 16, Activity 1—Puffins and Penguins
2. Presents vocabulary directly and explicitly
•
Course I, Unit 12, Activity 5—Mystery Word 1 (This activity type is also found in Unit 14.)
Grammar
The last few units of Course I emphasize compound words, word syllables, and plurals. The
following can be found from Units 15–17, focusing on different skills:
1. Word Pop—Combining two words to form a compound word or inflected endings
•
Unit 15, Activity 3—Word Pop 1 (compound words)
2. Break a Word—Separating words
•
Unit 15, Activity 4—Break-a-Word 1
Course I
Comprehension
In the active process of reading, information that is gained from reading text will interact with
the information that a reader already holds in memory—what we consider prior knowledge.1
Research shows that strategies help readers to distinguish between what they already know
and what they are reading. Destination Reading focuses on many strategies while using a
variety of genres: prediction, graphic and semantic organizers, question answering, and
summarization.
Examples:
1. Prediction or Prior Knowledge
•
Course I, Unit 12, Activity 1—Write What You Want to Learn about Triceratops
•
Course I, Unit 12, Activity 2—Meet the Triceratops
1 Anderson, R.C. & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading. In P.D. Pearson (Eds.),
Handbook of Reading Research (pp. 255-291). New York: Longman.
19
Training Manual
2. Reading a text and completing a graphic or semantic organizer about the story
•
Course I, Unit 10, Activity 1—Owl and Bluebird
•
Course I, Unit 10, Activity 2—Sort Characteristics of Owl and Bluebird
3. Summarization and Extension
•
Course I, Unit 5, Activity 17—I See E
•
Course I, Unit 5, Activity 20—Make your own “I See E” Book
4. Writing (At the end of every unit, in both courses, there is a writing activity.)
•
Course I, Unit 10, Activity 8—Write about a New Character
Course II
Phonics Instruction
Within Course II, a phonics lesson is taught in the majority of the units. The same activity types
are woven through the program and are focused on different sounds and words each time.
Examples:
1. Word Finders—Identify different types of words in context (not always phonetically based).
•
Unit 1, Activity 10–Word Finder 1 (double consonants)
•
Unit 24, Activity 7–Word Finder 26 (long e sound spelled y)
2. Write Sentences—Create sentences that include words with specific phonetic sounds.
•
Unit 5, Activity 10–Write Sentences 2 (sound /air/, spelled are and air)
•
Unit 17, Activity 6–Write Sentences 6 (sound /ou/)
3. Word Family Portraits—Identify words that belong to different word families.
•
Unit 4, Activity 10–Word Family Portraits 1
•
Unit 13, Activity 9–Word Family Portraits 3
Course II
Fluency
1. Read Aloud Text (automated readers)—Students can click the dot next to the sentence to hear the
entire page read to them, or they can click single words to hear them read individually.
20
•
Unit 1, Activity 3 – How to Grow Vegetable Soup
•
Unit 24, Activity 2—Why Clouds Bring Storms
Training Manual
Course II
Grammar
A grammar rule or part of speech is always introduced in an engaging way, and then is
followed up with practice activities. Please do one of the following groupings:
• Unit 1, Activity 8—The Noun Frog (song)
• Unit 1, Activity 9—Complete the Sentence 1 (nouns)
• Unit 17, Activity 4—The Adverb County Fair
• Unit 17, Activity 5—Word Finder 17 (verbs and adverbs)
The following grammar activities appear throughout Course II. They focus on various aspects of
grammar and parts of speech. An example is provided for each activity:
1. Complete the Sentences—Focusing on a specific skill to select the appropriate word to finish the
sentence
•
Unit 1, Activity 9—Complete the Sentence 1 (nouns)
2. Word Pop—Constructing a new word by combining prefixes, suffixes, and words
•
Unit 5, Activity 6—Word Pop 3 (suffixes)
3. Break-a-Word—Separating prefixes and suffixes (usually follows Word Pop)
•
Unit 4, Activity 9—Break-a-Word 1 (prefixes)
4. Hollywood Pairs—Matching various grammatical skills
•
Unit 12, Activity 11—Hollywood Pairs 5 (singular/plural of irregular nouns)
5. On Stage—Understanding information and rules about a given grammar technique
•
Unit 22, Activity 8—Pronouns on Stage 2
6. Silly Sentences—Creating sentences using homonyms or compound words using second- or thirdgrade vocabulary
•
Unit 24, Activity 9—Silly Sentences 5 (homonyms—3rd grade vocabulary)
Course II
Vocabulary
Understanding what words mean is a critical and inherent part of text comprehension.
There are many different types of vocabulary instruction; two of them are:
• Direct Instruction: New words are taught because they are needed for a specific text to be read.
• Indirect Instruction: Words are learned in context of reading a passage.
Destination Reading includes these two methods as well as many others to facilitate vocabulary
instruction.
1. Presents vocabulary in the context of the text itself, including many text genres that enable students
to learn a variety of new words from different content areas.
•
Unit 3, Activity 1—Build a Pyramid of Good Foods
21
Training Manual
2. Presents vocabulary directly and explicitly.
•
Unit 3, Activity 6—Make a Match: Vocabulary 1 (This activity type can also be found throughout
Course II.)
•
Unit 12, Activity 2—Vocabulary Strategies on Stage 1
Course II
Comprehension
In the active process of reading, information that is gained from reading text will interact with
the information that a reader already holds in memory—what we consider prior knowledge.1
Research shows that strategies help readers to distinguish between what they already know
and what they are reading. Destination Reading focuses on many strategies while using a
variety of genres: prediction, graphic and semantic organizers, question answering, and
summarization.
Examples:
1. Prediction or prior knowledge
•
Unit 14, Activity 2—Write a Prediction 4
•
Unit 14, Activity 3—Thomas Edison
2. Reading a text and completing a graphic or semantic organizer about the story
•
Unit 8, Activity 2—Rebecca’s Journey
•
Unit 8, Activity 5—Venn Diagram: Then and Now 1
•
Unit 8, Activity 6—Sequence Events from Historical Fiction
3. Question answering
•
Unit 14, Activity 13—Choice is Right: Comprehension 4
4. Summarization and extension
•
Unit 15, Activity 4—Choice is Right: Summaries and Details
5. Writing (At the end of every unit, in both courses, there is a writing activity.)
•
Unit 15, Activity 11—Write a Newspaper Article
1 Anderson, R.C. & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading. In P.D. Pearson (Eds.),
Handbook of Reading Research (pp. 255-291). New York: Longman.
22
5
Activity Lists
Destination Reading Course I Activity List
Unit 1: Print in Our World
1
2
3
4
5
6
7
8
9
10
11
B-I-N-G-O
At the Breakfast Table
In the Grocery Store
At the Zoo
On the Street
It's Time for Bed
The Thirsty Frog
The Pig and the Pancake
If You're Happy, and You Know It
She'll Be Comin’ ’Round the Mountain
My Sentence Maker
Unit 2: ABC, Read with Me
1
2
3
4
5
6
7
That's My Name
My Alphabet Book
My Alphabet Blocks
Letter Shapes and Sizes
Alphabet Train
Alphabet Book: Find the Picture
My Name Is __
Unit 3: Jump Rope Rhymes
1
2
3
4
5
Letter S Jump Rope Rhyme
Find the S Sound
Find S Words
Make Your Own Letter S Jump Rope Rhyme
Letter T Jump Rope Rhyme
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Find the T Sound
Find T Words
Make Your Own Letter T Jump Rope Rhyme
Letter M Jump Rope Rhyme
Find the M Sound
Find M Words
Make Your Own Letter M Jump Rope Rhym
Letter A Jump Rope Rhyme
Find the Short A Sound
Find Short A Words
Make Your Own Letter A Jump Rope Rhyme
Letter N Jump Rope Rhyme
Find the N Sound
Find N Words
Make Your Own Letter N Jump Rope Rhyme
Letter O Jump Rope Rhyme
Find the Short O Sound
Find Short O Words
Make Your Own Letter O Jump Rope Rhyme
Letter F Jump Rope Rhyme
Find the F Sound
Find F Words
Make Your Own Letter F Jump Rope Rhyme
Write Your Own Jump Rope Rhyme
Word Builder 1
Word Family Portraits 1
Ants on the Mat: Read on Your Own
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Training Manual
Unit 4: Wild about Animals
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Baboons
Find the B Sound
Find B Words
Make Your Own Baboon Book
Raccoons
Find the R Sound
Find R Words
Make Your Own Raccoon Book
Iguanas
Find the Short I Sound
Find Short I Words
Make Your Own Iguana Book
Hippos
Find the H Sound
Find H Words
Make Your Own Hippo Book
Leopards
Find the L Sound
Find L Words
Make Your Own Leopard Book
Dolphins
Find the D Sound
Find D Words
Make Your Own Dolphin Book
Sort Information about Animals
Word Builder 2
Sight Words 1
Nat at the Zoo: Read on Your Own
Unit 5: Silly Stories
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
24
I See U
Find the Short U Sound
Find Short U Words
Make Your Own "I See U" Book
I See C
Find the Hard C Sound
Find Hard C Words
Make Your Own "I See C" Book
I See P
Find the P Sound
Find P Words
Make Your Own "I See P" Book
I See G
Find the Hard G Sound
Find Hard G Words
Make Your Own "I See G" Book
I See E
Find the Short E Sound
19
20
21
22
23
24
25
26
27
28
Find Short E Words
Make Your Own "I See E" Book
I See W
Find the W Sound
Find W Words
Make Your Own "I See W" Book
Word Builder 3
Sight Words 2
Pet Shop: Read on Your Own
Unit 6: Lots of Lists
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
I Like to Eat
Find the V Sound
Find V Words
Find the K Sound
Find K Words
Find the Z Sound
Find Z Words
Find the J Sound
Find J Words
Find the Q Sound
Find Q Words
Find the Y Sound
Find Y Words
Find the X Sound
Find X Words
Make a Grocery List
Word Builder 4
Sight Words 3
What Did You Do in the Sun?: Read on Your Ow
Unit 7: Reading with Friends
1
2
3
4
5
6
7
My Best Friend Ben: Read on Your Own
Find Words Review
Word Builder 5
Word Puzzles 1
Sight Words 4
Sequence Events in a Story
Unit 8: E's, Please
1
2
3
4
5
6
7
8
I Am E
Hey Tiger!: The Silent E Song
Silent E Tree: Explore
Silent E Tree: Find the Word
Listen for Silent E Words
Sight Words 5
I Am E: Read on Your Own
Write Your Own Rhyming Poem
Training Manual
Unit 9: Pet Pals
1
2
3
4
5
6
7
8
9
10
11
Write about a Pet
A Pet for Me
Find the Soft C Sound
Find Soft C Words
Find the Soft G Sound
Find Soft G Words
Find Soft C and Soft G Words
Sight Words 6
A Pet for Me: Read on Your Own
Write about Taking Care of a Pet
Unit 10: Blends and Friends
1
2
3
4
5
6
7
9
Owl and Bluebird
Sort Characteristics of Owl and Bluebird
Blend Blocks
Ice Puzzles: Explore Blends
Ice Puzzles: Find Blends
Sight Words 7
Write about a New Character
Unit 11: Folk and Fairy Tales
1
2
3
4
5
6
7
The King's New Clothes
Sort Characteristics of the King and the
Weavers
Word Puzzles 2
Sight Words 8
The Two Mice: Read on Your Own
Picture Postcard 1
The Two Mice
Unit 12: Triceratops Are Tops
1
2
3
4
5
6
7
Write What You Want to Learn
about Triceratops
Meet the Triceratops
Write What You Learned about Triceratops
Listen for Digraphs
Mystery Word 1
Sight Words 9
Poster: How Fossils Are Formed
Unit 13: Adventure!
1
2
3
4
5
6
7
How My Home Run Went around the Worl
Bossy R Song
Bossy R Treasure
Listen for Bossy R Words
Sight Words 10
How My Home Run Went around the
World: Read on Your Own
Write Your Own Adventure
Unit 14: Stories Take Us Places
1
2
3
4
5
6
7
8
Maria's Mail
Listen for Diphthongs
Word Puzzles 3
Sight Words 11
Mystery Word 2
Emma Wants to Read: Read on Your Own
Sort Setting Words
Emma Wants to Read
Unit 15: Tall Tales
1
2
3
4
5
6
7
8
9
10
Tall Tale Song
Big John Henry
Word Pop 1
Break-a-Word 1
Write Your Own Compound Words
Sight Words 12
Big John Henry: Read on Your Own
Sort Exaggerated and Plain Sentences
John Henry's Song
Write Exaggerated Sentences
Unit 16: Same and Different
1
2
3
4
5
6
7
Puffins and Penguins
Word Pop 2
Break-a-Word 2
Sight Words 13
Puffins and Penguins: Read on Your Own
Venn Diagram: Puffins and Penguins
Write about Puffins and Penguins
Unit 17: Rhythm and Rhyme
1
2
3
4
5
6
7
8
December
Bouncing Ball
Break-a-Word 3
Sight Words 14
The Beast: Read on Your Own
Picture Postcard 2
The Beast
25
Training Manual
Destination Reading Course II Activity List
Unit 1: Here We Grow!
1
2
3
4
5
6
7
8
9
10
11
12
Focus on Parts of a Book
Write a Prediction 1
How to Grow Vegetable Soup
Sequence Events from a Story
Venn Diagram: Character Traits
Focus on a Map 1
Choice Is Right: Map 1
The Noun Frog
Complete the Sentence 1
Word Finder 1
Word Pop 1
Write about a Personal Experience
Unit 2: What Do You Know?
1
2
3
4
5
6
7
8
9
10
11
Focus on Informational Text
A Volcano Is Born
Word Finder 2
Sort Information about Volcanoes
Word Finder 3
Write Sentences 1
Adjectives: The Yellow, Bumpy Lizard
Sentences on Stage 1
Word Finder 4
Write Different Types of Sentences
Unit 3: Food For Thought
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
26
Build a Pyramid of Good Foods
Focus on a Chart
Choice Is Right: Chart
Write Questions
Focus on a Magazine Article
Make a Match: Vocabulary 1
Hollywood Pairs 1
Word Finder 5
Red, White, and Blue Salad
Sequence Steps in a Procedure 1
The Always Active Verb Dog
Word Finder 6
Focus on a Procedure 1
Write a Procedure 1
Unit 4: Folk and Fairy Tales
1
2
3
4
5
6
7
8
9
10
11
The Grateful Statues: A Play
Sequence Events from a Folk Tale
Make a Match: Problems and Solutions 1
The Shoemaker and the Elves
Venn Diagram: Character, Plot, and Setting
The Adverb County Fair
Word Pop 2
Break-a-Word 1
Write Dialogue
Unit 5: Nature Poems
1
2
3
4
5
6
7
8
9
10
11
12
An Apple Happens
Write Sentences with Descriptive Words
Firefly
Picture Postcard 1
Word Pop 3
Break-a-Word 2
Fog
Word Finder 7
Write Sentences 2
Focus on Poetry
Write Your Own Acrostic Poem
Unit 6: All about Aardvarks
1
2
3
4
5
6
7
8
9
10
11
Aardvark: An Encyclopedia Article
Focus on an Encyclopedia Article
Sort Information about Aardvarks
Aardvarks: A Student Report
Hollywood Pairs 2
Word Finder 8
Proper Nouns on Stage
Word Finder 9
Focus on a Report
Write Questions for a Report
Training Manual
Unit 7: Dive In with Dolphins
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Focus on a Myth
Arion's Music
Sequence Events from a Myth
Focus on a Map 2
Write a Problem-Solution Story
Randy Wells: A Life with Dolphins
Pronouns on Stage 1
Silly Sentences 1
Make a Match: Cause and Effect 1
Write Your Own Myth
Unit 8: Kids Then and Now
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Focus on Historical Fiction
Rebecca's Journey
Rebecca's Letter
Sound It Out on Stage
Venn Diagram: Then and Now 1
Sequence Events from Historical Fiction
Choice Is Right: Comprehension 1
Write Questions about Another Time Period
Possessive Nouns on Stage
Word Finder 10
Write Sentences 3
Tyler's E-mail
Hollywood Pairs 3
Focus on a Letter
Write a Personal Letter
Unit 9: An Amazing Life
1
2
3
4
5
6
7
8
9
10
11
12
Focus on a Biography 1
Mae Jemison: Flying High!
Choice Is Right: Summaries 1
Venn Diagram: Child and Adult
Focus on a Timeline 1
Choice Is Right: Timeline 1
Subject-Verb Agreement on Stage
Choice Is Right: Subject-Verb Agreement 1
Word Finder 11
Hollywood Pairs 4
Write Interview Questions 1
Unit 10: An Adventure in the City
1
2
3
4
5
6
7
8
9
10
11
Mari's Scavenger Hunt
Choice Is Right: Draw Conclusions
Compound Subjects on Stage
Write a List for a New Setting
Word Puzzles 1
Silly Sentences 2
Focus on Adventure Fiction 1
Write a New Ending to an Adventure
Unit 11: Out of This World
1
2
3
4
5
6
7
8
9
10
11
Focus on a News Article 1
Life on a Space Station
Write about Details from an Article
Commas in a Series on Stage 1
Word Finder 12
Write Sentences 4
Word Pop 4
Break-a-Word 3
Write Your Own News Questions
Unit 12: It's a Mystery
1
2
3
4
5
6
7
8
9
10
11
12
The Mystery of the Purple Footprints:
Chapter 1
Vocabulary Strategies on Stage 1
Write Questions to Ask a Character
The Mystery of the Purple Footprints:
Chapter 2
Focus on a Mystery
Compound Predicates on Stage
Word Finder 13
Word Finder 14
Hollywood Pairs 5
Write a New Ending to a Mystery
27
Training Manual
Unit 13: In the Mountains
1
2
3
4
5
6
7
8
9
10
11
12
13
Magpie Spring
The Noun Frog
Adjectives: The Yellow, Bumpy Lizard
At Home in the Alpine Forest
Focus on an Informational Book
Choice Is Right: Informational Text
Write a Narrative Fiction Story
Word Pop 5
Break-a-Word 4
Sentences on Stage 2
Write Informational Text or a Fiction Story
Unit 14: An Inventor's Life
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Focus on a Biography 2
Thomas Edison
Focus on a Timeline 2
Choice Is Right: Timeline 2
Sort Information about Thomas Edison
The Always Active Verb Dog
Write Sentences 5
Word Pop 6
Break-a-Word 5
Write Interview Questions 2
Unit 15: Baseball’s Best
1
2
3
4
5
6
7
8
9
10
11
28
Focus on a News Article 2
Texas Team Wins U.S. Little League Title
Choice Is Right: Summaries and Details
Baseball Cards
Sort Information about Baseball Cards
Word Pop 7
Break-a-Word 6
Word Finder 15
Hollywood Pairs 6
Write a Newspaper Article
Unit 16: An African Folk Tale
1
2
3
4
5
6
7
8
9
10
Context Clues on Stage
Anansi and Chameleon
Choice Is Right: Summaries 2
Write from a Character's Point of View 1
Conjunctions on Stage
Word Finder 16
Hollywood Pairs 7
Write Your Own Folk Tale
Unit 17: True to Life
1
2
3
4
5
6
7
8
9
10
11
Starring Miss Perfect: Chapter 1
Verb Tenses on Stage
Word Finder 17
Write Sentences 6
Sort Character, Plot, and Setting 1
Venn Diagram: Character Comparison
Hollywood Pairs 8
Write a Realistic Fiction Story
Unit 18: A Wilderness Adventure
1
2
3
4
5
6
7
8
9
10
11
12
Focus on Adventure Fiction 2
Race across Alaska
Focus on a Schedule
Choice Is Right: Schedule
Sequence Events from an Adventure
Word Finder 18
Word Finder 19
Fact or Opinion?
Choice Is Right: Subject-Verb Agreement 2
Hollywood Pairs 9
Focus on a Journal
Write a Personal Journal Entry
Training Manual
Unit 19: A Visit to the Aquarium
1
2
3
4
5
6
7
8
9
10
11
12
Focus on Persuasive Writing
Dive into the Pacific Bay Aquarium
Word Puzzles 2
Silly Sentences 3
Aquarium Exhibit Plaques
Focus on a Bar Graph
Choice Is Right: Diagrams and Bar Graphs
Persuasive or Informational?
Sort Information from Aquarium Exhibit
Plaques
Choice Is Right: Pronoun-Antecedent
Agreement
Commas in a Series on Stage 2
Write a Persuasive Paragraph
Unit 20: Tall Tales
1
2
3
4
5
6
7
8
9
10
11
12
What Makes a Tall Tale Fun?
The Very Tall Tale of Paul Bunyan
Picture Postcard 2
Word Finder 20
Write from a Character's Point of View 2
Silly Sentences 4
Write Exaggerated Sentences
Bayou Bonnie
Write Sentences 7
Unit 21: Long Ago in Mexico
1
2
3
4
5
6
7
8
9
10
11
12
Nico's Gift: Chapter 1
Venn Diagram: Then and Now 2
Word Pop 8
Break-a-Word 7
Word Finder 21
Focus on a Map 3
Write to Compare Life Then and Now
Word Finder 22
Write about Another Time Period
Unit 22: Up Periscope
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Focus on a Cutaway Diagram
Choice Is Right: Cutaway Diagram
Focus on Technical Text
Periscopes
Word Puzzles 3
Pronouns on Stage 2
Word Finder 23
Hollywood Pairs 10
Focus on a Procedure 2
Build a Periscope
Sequence Steps in a Procedure 2
Write a Procedure 2
Unit 23: Super-Size Sci-Fi
1
2
3
4
5
6
7
8
9
Super-Duper Biggies
Word Finder 24
Sort Character, Plot, and Setting 2
Write Sentences 8
Hollywood Pairs 11
Capitalized Words on Stage
Word Finder 25
Write Your Own Science Fiction Story
Unit 24: A Trickster Tale
1
2
3
4
5
6
7
8
9
10
Vocabulary Strategies on Stage 2
Why Clouds Bring Storms
Write the Ending to a Legend
Sequence Events from a Legend
Picture Postcard 3
Word Finder 26
Hollywood Pairs 12
Silly Sentences 5
Write Your Own Legend
29
Destination Reading
6
Resources
Classroom Activities
For each unit in Destination Reading there is a corresponding Classroom Activity developed to
reinforce some of the reading/language arts skills and concepts taught throughout the
program. Each activity focuses on a learning objective from a unit. As students complete a unit
in Destination Reading, the corresponding print activity will provide additional practice
opportunities toward mastery of important reading skills and concepts. Each classroom activity
includes complete instructions to be used by classroom teachers, substitute teachers, parent
volunteers, or instructional assistants.
Take-Home Activities
For each unit in Destination Reading there is a corresponding Take-Home Activity developed to
reinforce some of the reading/language arts skills and concepts taught throughout the
program. Each Take-Home Activity is a reproducible blackline master that can be duplicated
and sent home with students. At the top of the sheet is a letter to the student’s family. There is
room on the letter for the teacher to add the date and signature.
30
Training Manual
To access the Classroom and Take-Home Activities, select the Print Activities link from the login
screen.
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Training Manual
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Training Manual
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Training Manual
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Training Manual
35
Classroom
Management of
Technology
7
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
Presenting lessons that introduce, reinforce, enrich, or extend concepts—using a projection
device connected to a computer for whole- or small-group instruction—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.
• Foster discussion and active participation.
Use group discussions, demonstrations, projects, and real-life applications to tap the students’
36
Training Manual
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.
Note: If schedules don’t allow for optimal lab time for all students, provisions for
focused groups of students is recommended.
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.
37
Training Manual
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
center 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.
38
Meeting the
Challenge
8
Technology isn’t a discrete content area—it’s a dynamic knowledge-building tool that can play
an important role in all levels and subjects of instruction. Building on the knowledge base and
techniques you’ve gained, you can incorporate technology successfully into a variety of lessons
for a variety of purposes.
Note: Using technology in your curriculum effectively means developing ideas—a
process that can’t end today. It’s important to review what you’ve learned in this
training, discuss your ideas with each other, and use your creativity to build on
technology in your unit and lesson plans.
Let’s not teach technology for technology’s sake—let’s refrain from isolating computer skills or
relying on mere skill and practicing repetitive programs. A computer in the hands of an inspired
student is much more than a glorified typewriter, video game, or passive electronic textbook.
Let’s lead students to use the computer as a tool for learning— creating, analyzing,
communicating, and researching.
Students learn by exploring, experimenting, discovering, organizing, making decisions, and
expressing their growing knowledge. We must give them a context that encourages and
facilitates higher levels of learning. Just memorizing facts and mastering isolated sets of skills
won’t prepare them for today’s workplace or meaningful citizenship.
Let’s meet the challenge of preparing students for their futures rather than teaching them
based on our past. A curriculum offers instruction, but technology makes the ride more
interesting.
39
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Destination Reading Training Manual

Transcription

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