Part of the Destination Success™ Solution · Emergent Literacy Not all children bring to kindergarten the same experiences; this includes their experience with printed language

Training Manual

Part of the Destination Success™ Solution

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for Learning Management System version 3

Part of the Destination SuccessTM Solution

for Learning Management System version 3

TrainingManual

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© 2005 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 for Learning Managment System version 3Training 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

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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 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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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

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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 Classroom and Take Home activities.

__________ 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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33
Launching
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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Launching Destination Reading

Activity 1:Launch Destination Readingwith 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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2. Select the Language Arts tab. To select Destination Reading Course I, click the green Launch button.

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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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3. Select Destination Reading Course I by clicking Launch.

For Nonreaders/Nonwriters

1. Click Simple Log In.

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2. Select the class name and the student’s name.Then click OK.

3. Select Exploration, then launch a course.

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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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Activity 2:Navigating Buttons

1. Explore the navigation buttons.

Map—Exits activity and returns to the unit menu

Help—Repeats current instructions

Back—Takes you to the previous activity

Replay—Restarts the current activity

Next—Takes you to the next activity

Print

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A Journey through
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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Comprehension Strategies

• Targeted to Genre Types • Recall Questions • Graphic and Semantic Organizers • Summarizing • Cause and Effect • Comprehension Monitoring • Predicting/Accessing Prior Knowledge

Course IEmergent 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

• Activity 11—My Sentence Maker

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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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Course IPhonemic 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.

• Unit 4, Activity 4—Make Your Own Baboon Book

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Course IPhonics 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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Course IFluency

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 4AINo Of The

Unit 5 And Are Me This To

Unit 6 For Go That You

Unit 7 He MySaid SoWas

Unit 8 As Be Because His Now One They With

Unit 9 Five Four From Have Three Two Until

Unit 10 AllBy Very Were What When Word Your

Unit 11 Do Only She Their There Use Which

Unit 12 About BlackFossils Please Pretty Some

Unit 13 Into Look Say Want White Would

Unit 14 Again Any Could Open Through Today Write

Unit 15Been CallFindWaterWho

Unit 16Come EveryFly GiveGoingKnow

Unit 17Live OldOnceOver ThankWalk

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Course IVocabulary/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 IComprehension

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.

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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 IIPhonics 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 IIFluency

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.

• Unit 1, Activity 3 – How to Grow Vegetable Soup

• Unit 24, Activity 2—Why Clouds Bring Storms

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Course IIGrammar

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 third-grade vocabulary

• Unit 24, Activity 9—Silly Sentences 5 (homonyms—3rd grade vocabulary)

Course IIVocabulary

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

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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 IIComprehension

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.

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Activity Lists
Destination Reading Course I Activity List

Unit 1: Print in Our World

1 B-I-N-G-O 2 At the Breakfast Table 3 In the Grocery Store 4 At the Zoo 5 On the Street 6 It's Time for Bed 7 The Thirsty Frog 8 The Pig and the Pancake 9 If You're Happy, and You Know It

10 She'll Be Comin’ ’Round the Mountain11 My Sentence Maker

Unit 2: ABC, Read with Me

1 That's My Name 2 My Alphabet Book 3 My Alphabet Blocks 4 Letter Shapes and Sizes 5 Alphabet Train 6 Alphabet Book: Find the Picture 7 My Name Is __

Unit 3: Jump Rope Rhymes

1 Letter S Jump Rope Rhyme 2 Find the S Sound 3 Find S Words 4 Make Your Own Letter S Jump Rope Rhyme5 Letter T Jump Rope Rhyme

6 Find the T Sound 7 Find T Words 8 Make Your Own Letter T Jump Rope Rhyme9 Letter M Jump Rope Rhyme

10 Find the M Sound 11 Find M Words 12 Make Your Own Letter M Jump Rope Rhym13 Letter A Jump Rope Rhyme 14 Find the Short A Sound 15 Find Short A Words 16 Make Your Own Letter A Jump Rope Rhyme17 Letter N Jump Rope Rhyme 18 Find the N Sound 19 Find N Words 20 Make Your Own Letter N Jump Rope Rhyme21 Letter O Jump Rope Rhyme 22 Find the Short O Sound 23 Find Short O Words 24 Make Your Own Letter O Jump Rope Rhyme25 Letter F Jump Rope Rhyme 26 Find the F Sound 27 Find F Words 28 Make Your Own Letter F Jump Rope Rhyme29 Write Your Own Jump Rope Rhyme 30 Word Builder 131 Word Family Portraits 132 Ants on the Mat: Read on Your Own

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Destination Reading Course I Activity ListUnit 4: Wild about Animals

1 Baboons 2 Find the B Sound 3 Find B Words 4 Make Your Own Baboon Book 5 Raccoons 6 Find the R Sound 7 Find R Words 8 Make Your Own Raccoon Book 9 Iguanas

10 Find the Short I Sound 11 Find Short I Words 12 Make Your Own Iguana Book 13 Hippos 14 Find the H Sound 15 Find H Words 16 Make Your Own Hippo Book 17 Leopards 18 Find the L Sound 19 Find L Words 20 Make Your Own Leopard Book 21 Dolphins 22 Find the D Sound 23 Find D Words 24 Make Your Own Dolphin Book 25 Sort Information about Animals 26 Word Builder 2 27 Word Family Portraits 228 Sight Words 1 29 Nat at the Zoo: Read on Your Own

Unit 5: Silly Stories

1 I See U 2 Find the Short U Sound 3 Find Short U Words 4 Make Your Own "I See U" Book 5 I See C 6 Find the Hard C Sound 7 Find Hard C Words 8 Make Your Own "I See C" Book 9 I See P

10 Find the P Sound 11 Find P Words 12 Make Your Own "I See P" Book 13 I See G 14 Find the Hard G Sound 15 Find Hard G Words 16 Make Your Own "I See G" Book 17 I See E 18 Find the Short E Sound

19 Find Short E Words 20 Make Your Own "I See E" Book 21 I See W 22 Find the W Sound 23 Find W Words 24 Make Your Own "I See W" Book 25 Word Builder 3 26 Word Family Portraits 3 27 Sight Words 2 28 Pet Shop: Read on Your Own

Unit 6: Lots of Lists

1 I Like to Eat 2 Find the V Sound 3 Find V Words 4 Find the K Sound 5 Find K Words 6 Find the Z Sound 7 Find Z Words 8 Find the J Sound 9 Find J Words

10 Find the Q Sound 11 Find Q Words 12 Find the Y Sound 13 Find Y Words 14 Find the X Sound 15 Find X Words 16 Make a Grocery List 17 Word Builder 4 18 Word Family Portraits 4 19 Sight Words 3 20 What Did You Do in the Sun?: Read on Your Ow

Unit 7: Reading with Friends

1 My Best Friend Ben: Read on Your Own2 Find Words Review 3 Word Builder 5 4 Word Family Portraits 5 5 Word Puzzles 1 6 Sight Words 4 7 Sequence Events in a Story

Unit 8: E's, Please

1 I Am E 2 Hey Tiger!: The Silent E Song 3 Silent E Tree: Explore 4 Silent E Tree: Find the Word 5 Listen for Silent E Words 6 Sight Words 5 7 I Am E: Read on Your Own 8 Write Your Own Rhyming Poem

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Destination Reading Course I Activity ListUnit 9: Pet Pals

1 Write about a Pet 2 A Pet for Me 3 Find the Soft C Sound 4 Find Soft C Words 5 Find the Soft G Sound 6 Find Soft G Words 7 Find Soft C and Soft G Words 8 Word Family Portraits 6 9 Sight Words 6

10 A Pet for Me: Read on Your Own 11 Write about Taking Care of a Pet

Unit 10: Blends and Friends

1 Owl and Bluebird 2 Sort Characteristics of Owl and Bluebird 3 Blend Blocks 4 Ice Puzzles: Explore Blends 5 Ice Puzzles: Find Blends 6 Word Family Portraits 7 7 Sight Words 7 9 Write about a New Character

Unit 11: Folk and Fairy Tales

1 The King's New Clothes 2 Sort Characteristics of the King and the

Weavers 3 Word Puzzles 2 4 Sight Words 8 5 The Two Mice: Read on Your Own 6 Picture Postcard 1 7 The Two Mice

Unit 12: Triceratops Are Tops

1 Write What You Want to Learnabout Triceratops

2 Meet the Triceratops 3 Write What You Learned about Triceratops 4 Listen for Digraphs 5 Mystery Word 1 6 Sight Words 9 7 Poster: How Fossils Are Formed

Unit 13: Adventure!

1 How My Home Run Went around the Worl2 Bossy R Song 3 Bossy R Treasure 4 Listen for Bossy R Words 5 Sight Words 10 6 How My Home Run Went around the

World: Read on Your Own 7 Write Your Own Adventure

Unit 14: Stories Take Us Places

1 Maria's Mail 2 Listen for Diphthongs 3 Word Puzzles 3 4 Sight Words 11 5 Mystery Word 2 6 Emma Wants to Read: Read on Your Own 7 Sort Setting Words 8 Emma Wants to Read

Unit 15: Tall Tales

1 Tall Tale Song 2 Big John Henry 3 Word Pop 1 4 Break-a-Word 1 5 Write Your Own Compound Words 6 Sight Words 12 7 Big John Henry: Read on Your Own 8 Sort Exaggerated and Plain Sentences 9 John Henry's Song

10 Write Exaggerated Sentences

Unit 16: Same and Different

1 Puffins and Penguins 2 Word Pop 2 3 Break-a-Word 2 4 Sight Words 13 5 Puffins and Penguins: Read on Your Own 6 Venn Diagram: Puffins and Penguins 7 Write about Puffins and Penguins

Unit 17: Rhythm and Rhyme

1 December 2 Bouncing Ball 3 Break-a-Word 3 4 Word Family Portraits 8 5 Sight Words 14 6 The Beast: Read on Your Own 7 Picture Postcard 2 8 The Beast

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Destination Reading Course II Activity List Unit 1: Here We Grow!

1 Focus on Parts of a Book 2 Write a Prediction 1 3 How to Grow Vegetable Soup 4 Sequence Events from a Story 5 Venn Diagram: Character Traits 6 Focus on a Map 1 7 Choice Is Right: Map 1 8 The Noun Frog 9 Complete the Sentence 1

10 Word Finder 1 11 Word Pop 1 12 Write about a Personal Experience

Unit 2: What Do You Know?

1 Focus on Informational Text 2 A Volcano Is Born 3 Word Finder 2 4 Sort Information about Volcanoes 5 Word Finder 3 6 Write Sentences 1 7 Adjectives: The Yellow, Bumpy Lizard 8 Complete the Sentence 2 9 Sentences on Stage 1

10 Word Finder 4 11 Write Different Types of Sentences

Unit 3: Food For Thought

1 Build a Pyramid of Good Foods 2 Focus on a Chart 3 Choice Is Right: Chart 4 Write Questions 5 Focus on a Magazine Article 6 Make a Match: Vocabulary 1 7 Hollywood Pairs 1 8 Word Finder 5 9 Write a Prediction 2

10 Red, White, and Blue Salad 11 Sequence Steps in a Procedure 1 12 The Always Active Verb Dog 13 Word Finder 6 14 Focus on a Procedure 1 15 Write a Procedure 1

Unit 4: Folk and Fairy Tales

1 The Grateful Statues: A Play 2 Sequence Events from a Folk Tale 3 Make a Match: Problems and Solutions 1 4 The Shoemaker and the Elves 5 Venn Diagram: Character, Plot, and Setting6 The Adverb County Fair 7 Complete the Sentence 3 8 Word Pop 2 9 Break-a-Word 1

10 Word Family Portraits 111 Write Dialogue

Unit 5: Nature Poems

1 An Apple Happens 2 Write Sentences with Descriptive Words 3 Firefly 4 Complete the Sentence 4 5 Picture Postcard 1 6 Word Pop 3 7 Break-a-Word 2 8 Fog 9 Word Finder 7

10 Write Sentences 2 11 Focus on Poetry 12 Write Your Own Acrostic Poem

Unit 6: All about Aardvarks

1 Aardvark: An Encyclopedia Article 2 Make a Match: Vocabulary 2 3 Focus on an Encyclopedia Article 4 Sort Information about Aardvarks 5 Aardvarks: A Student Report 6 Hollywood Pairs 2 7 Word Finder 8 8 Proper Nouns on Stage 9 Word Finder 9

10 Focus on a Report 11 Write Questions for a Report

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Destination Reading Course II Activity List

Unit 7: Dive In with Dolphins

1 Focus on a Myth 2 Write a Prediction 3 3 Arion's Music 4 Sequence Events from a Myth 5 Focus on a Map 2 6 Choice Is Right: Map 2 7 Write a Problem-Solution Story 8 Randy Wells: A Life with Dolphins 9 Pronouns on Stage 1

10 Complete the Sentence 511 Silly Sentences 1 12 Word Family Portraits 213 Make a Match: Cause and Effect 1 14 Write Your Own Myth

Unit 8: Kids Then and Now

1 Focus on Historical Fiction 2 Rebecca's Journey 3 Rebecca's Letter 4 Sound It Out on Stage 5 Venn Diagram: Then and Now 1 6 Sequence Events from Historical Fiction 7 Choice Is Right: Comprehension 1 8 Write Questions about Another Time Period9 Possessive Nouns on Stage

10 Word Finder 10 11 Write Sentences 3 12 Tyler's E-mail 13 Hollywood Pairs 3 14 Focus on a Letter 15 Write a Personal Letter

Unit 9: An Amazing Life

1 Focus on a Biography 1 2 Mae Jemison: Flying High! 3 Choice Is Right: Summaries 1 4 Make a Match: Problems and Solutions 2 5 Venn Diagram: Child and Adult 6 Focus on a Timeline 1 7 Choice Is Right: Timeline 1 8 Subject-Verb Agreement on Stage 9 Choice Is Right: Subject-Verb Agreement 1

10 Word Finder 11 11 Hollywood Pairs 4 12 Write Interview Questions 1

Unit 10: An Adventure in the City

1 Mari's Scavenger Hunt 2 Make a Match: Vocabulary 3 3 Choice Is Right: Draw Conclusions 4 Make a Match: Cause and Effect 2 5 Compound Subjects on Stage 6 Write a List for a New Setting 7 Word Puzzles 1 8 Complete the Sentence 6 9 Silly Sentences 2

10 Focus on Adventure Fiction 1 11 Write a New Ending to an Adventure

Unit 11: Out of This World

1 Focus on a News Article 1 2 Life on a Space Station 3 Choice Is Right: Comprehension 2 4 Write about Details from an Article 5 Commas in a Series on Stage 1 6 Word Finder 12 7 Complete the Sentence 7 8 Write Sentences 4 9 Word Pop 4

10 Break-a-Word 3 11 Write Your Own News Questions

Unit 12: It's a Mystery

1 The Mystery of the Purple Footprints:Chapter 1

2 Vocabulary Strategies on Stage 1 3 Choice Is Right: Comprehension 3 4 Write Questions to Ask a Character 5 The Mystery of the Purple Footprints:

Chapter 26 Make a Match: Problems and Solutions 3 7 Focus on a Mystery 8 Compound Predicates on Stage 9 Word Finder 13

10 Word Finder 14 11 Hollywood Pairs 5 12 Write a New Ending to a Mystery

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Destination Reading Course II Activity ListUnit 13: In the Mountains

1 Magpie Spring 2 The Noun Frog 3 Adjectives: The Yellow, Bumpy Lizard 4 Complete the Sentence 85 At Home in the Alpine Forest 6 Focus on an Informational Book 7 Choice Is Right: Informational Text 8 Write a Narrative Fiction Story 9 Word Family Portraits 3

10 Word Pop 5 11 Break-a-Word 4 12 Sentences on Stage 2 13 Write Informational Text or a Fiction Story

Unit 14: An Inventor's Life

1 Focus on a Biography 2 2 Write a Prediction 4 3 Thomas Edison 4 Focus on a Timeline 2 5 Choice Is Right: Timeline 2 6 Sort Information about Thomas Edison 7 The Always Active Verb Dog 8 The Adverb County Fair 9 Complete the Sentence 9

10 Write Sentences 5 11 Word Pop 6 12 Break-a-Word 5 13 Choice Is Right: Comprehension 4 14 Write Interview Questions 2

Unit 15: Baseball’s Best

1 Focus on a News Article 2 2 Texas Team Wins U.S. Little League Title 3 Make a Match: Vocabulary 4 4 Choice Is Right: Summaries and Details 5 Baseball Cards 6 Sort Information about Baseball Cards 7 Word Pop 7 8 Break-a-Word 6 9 Word Finder 15

10 Hollywood Pairs 6 11 Write a Newspaper Article

Unit 16: An African Folk Tale

1 Context Clues on Stage 2 Write a Prediction 5 3 Anansi and Chameleon 4 Choice Is Right: Summaries 2 5 Write from a Character's Point of View 1 6 Conjunctions on Stage 7 Word Finder 16 8 Word Family Portraits 4 9 Hollywood Pairs 7

10 Write Your Own Folk Tale

Unit 17: True to Life

1 Starring Miss Perfect: Chapter 1 2 Verb Tenses on Stage 3 Starring Miss Perfect: Chapter 2 4 The Adverb County Fair 5 Word Finder 17 6 Write Sentences 6 7 Starring Miss Perfect: Chapter 3 8 Sort Character, Plot, and Setting 1 9 Venn Diagram: Character Comparison

10 Hollywood Pairs 8 11 Write a Realistic Fiction Story

Unit 18: A Wilderness Adventure

1 Focus on Adventure Fiction 2 2 Race across Alaska 3 Focus on a Schedule 4 Choice Is Right: Schedule 5 Sequence Events from an Adventure 6 Word Finder 18 7 Word Finder 19 8 Fact or Opinion? 9 Choice Is Right: Subject-Verb Agreement 2

10 Hollywood Pairs 9 11 Focus on a Journal 12 Write a Personal Journal Entry

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Destination Reading Course II Activity ListUnit 19: A Visit to the Aquarium

1 Focus on Persuasive Writing 2 Dive into the Pacific Bay Aquarium 3 Word Puzzles 2 4 Silly Sentences 3 5 Aquarium Exhibit Plaques 6 Focus on a Bar Graph 7 Choice Is Right: Diagrams and Bar Graphs 8 Persuasive or Informational? 9 Sort Information from Aquarium Exhibit

Plaques 10 Choice Is Right: Pronoun-Antecedent

Agreement 11 Commas in a Series on Stage 2 12 Write a Persuasive Paragraph

Unit 20: Tall Tales

1 What Makes a Tall Tale Fun? 2 The Very Tall Tale of Paul Bunyan 3 Make a Match: Vocabulary 5 4 Picture Postcard 2 5 Complete the Sentence 10 6 Word Finder 20 7 Write from a Character's Point of View 2 8 Make a Match: Cause and Effect 3 9 Silly Sentences 4

10 Write Exaggerated Sentences 11 Bayou Bonnie 12 Write Sentences 7

Unit 21: Long Ago in Mexico

1 Nico's Gift: Chapter 1 2 Venn Diagram: Then and Now 2 3 Word Pop 8 4 Break-a-Word 7 5 Word Finder 21 6 Nico's Gift: Chapter 2 7 Focus on a Map 3 8 Choice Is Right: Map 3 9 Nico's Gift: Chapter 3

10 Write to Compare Life Then and Now 11 Word Finder 22 12 Write about Another Time Period

Unit 22: Up Periscope

1 Focus on a Cutaway Diagram 2 Choice Is Right: Cutaway Diagram 3 Focus on Technical Text 4 Write a Prediction 6 5 Periscopes 6 Make a Match: Vocabulary 6 7 Word Puzzles 38 Pronouns on Stage 2 9 Word Finder 23

10 Hollywood Pairs 10 11 Focus on a Procedure 2 12 Build a Periscope 13 Sequence Steps in a Procedure 2 14 Write a Procedure 2

Unit 23: Super-Size Sci-Fi

1 Super-Duper Biggies 2 Make a Match: Problems and Solutions 4 3 Word Finder 24 4 Sort Character, Plot, and Setting 2 5 Write Sentences 8 6 Hollywood Pairs 11 7 Capitalized Words on Stage 8 Word Finder 25 9 Write Your Own Science Fiction Story

Unit 24: A Trickster Tale

1 Vocabulary Strategies on Stage 2 2 Why Clouds Bring Storms 3 Write the Ending to a Legend 4 Sequence Events from a Legend 5 Make a Match: Cause and Effect 4 6 Picture Postcard 3 7 Word Finder 26 8 Hollywood Pairs 12 9 Silly Sentences 5

10 Write Your Own Legend

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Destination Reading
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.


To access the Classroom and Take-Home Activities, select the Print Activities link from the login screen.

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ClassroomManagement of
Technology

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’


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 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 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.

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Meeting the
Challenge

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.

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.

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.

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www.riverdeep.net 483935

Documents

Part of the Destination Success™ Solution · Emergent Literacy Not all children bring to kindergarten the same experiences; this includes their experience with printed language