Part of the Destination Success™ Solution
Destination Reading Course III: Intermediate Reading
Destination Reading Course IV: Middle School Reading
Training
Manual
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© 2006 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 Course III & IV
Training Manual
Table of Contents
1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. Training Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Checklist for Initial Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
3. Exploring Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Lesson 1: Genre and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Lesson 2: Reading Comprehension I . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Lesson 3: Strategic Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Lesson 4: Reading Comprehension II . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Program Features in All Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Getting Around in Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . .8
A Walk Through Course III, Unit 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
4. A Journey through Destination Reading . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Word Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Variety of Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
5. Classroom Management of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Implementation Models—Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . .25
Presentation or Demo Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Lab Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Computers-in-the-Classroom Model . . . . . . . . . . . . . . . . . . . . . . . . . . .27
6. Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Scope & Sequence Course III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Scope & Sequence Course IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Pacing Guides/Planning Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Comprehension Skills and Strategies Chart . . . . . . . . . . . . . . . . . . . . . . . .36
Vocabulary Strategy Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Vocabulary Words by Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Lexile Levels and Genres of Reading Passages . . . . . . . . . . . . . . . . . . . . . .41
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 Courses III and
IV provide a robust and sequential implementation of strategic instruction, practice, and
application in the essential reading skills students need in grades four through eight
Destination Reading can be used as the basis of your reading program, or it can be used to
complement a reading curriculum already in place. When added to a curriculum that includes
teacher-led instruction and time spent with printed books, software such as Destination
Reading provides unique advantages in reading instruction:
• Students can work independently at the computer because the software provides spoken
instructions.
• Unlike a printed textbook, software can automatically adjust itself to fit the student’s level. Adaptive
feedback advances students through the curriculum more quickly when they are succeeding and
more slowly—with additional instructions and practice problems—when they are having difficultly.
Destination Reading praises students when they succeed and provides gentle, helpful feedback
when they choose the wrong answer.
• The electronic books in Destination Reading include a “read aloud” option. Students can choose to
read the text independently, click an individual sentence to hear it read aloud, or click a green dot to
hear the entire page read aloud.
• Students can work through the program freely, at their own pace, or teachers can assign specific
activities to individuals or to the whole class.
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Destination Reading Course III & IV
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 Courses III and IV follow the effective models of
instruction set forth by the National Reading Panel: Direct Explanation, Modeling, Guided Practice,
and Application.
• A focus on Destination Reading Course III and IV’s carefully structured approach to reading
instruction, where learners are explicitly taught vocabulary and comprehension skills in the context
of a wide range of authentic fiction, nonfiction, and environmental texts.
• Exploring how Destination Reading meets the needs of the English Language Learner and helps to
bridge the gap between the school and home environments.
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.
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Destination Reading Course III & IV
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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 lesson plans and blackline masters.
__________
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
Exploring
Destination Reading
3
Each unit of Destination Reading is organized in the same way. This section provides a brief
overview of the unit structure that is followed by a walk-through of Course III, Unit 27. This
walk-through will give you a more detailed understanding of the content of a typical unit, the
way in which content is experienced by students, and the resources available in this training
guide that will help you use any unit.
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Overview
Every unit has four lessons. The strategic reading passage for the unit in Lesson 3 provides the
thematic focus for the unit. The instruction and practice of the various skills and strategies are
keyed to the passage's topic area, genre, and cross-curricular content, so that students'
learning is coherent and focused.
Lesson 1: Genre and Vocabulary
Lesson 1 includes three strands:
• The genre of the strategic reading passage is introduced, with instruction covering both the
characteristics of the genre and the author's purpose for writing in this genre.
• A background-building section provides rich multimedia presentations of video, photographs, and
other visuals that will support students' comprehension of the strategic reading passage.
• The learner vocabulary for the unit and the vocabulary strategy form the third strand of Lesson 1.
Instruction in the vocabulary strategy appears in the context of a reading passage written specifically
for this lesson.
This passage includes all the learner vocabulary as well as the words used in the strategy
instruction. Following instruction and modeling of the vocabulary strategy, students first
practice their vocabulary skills in a game format. Then they apply the strategy in a second game
or writing activity.
* Note: About 20% of the units in Destination Reading have two strategic reading passages.
This section discusses the variations that occur in those units.
Lesson 2: Reading Comprehension I
Lesson 2 focuses on two comprehension skills and strategies that are correlated to the genre
and topic of the strategic reading passage. An expert introduces the first comprehension skill,
providing instruction and modeling. The student practices this skill in a game format, usually
reading short reading passages as part of the game.
After instruction and modeling of the second strategy, students complete a practice activity.
Lesson 2, like Lesson 1, is designed to get students ready to read and comprehend the strategic
reading passage successfully.
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Lesson 3: Strategic Reading
Lesson 3 begins with a brief review of the vocabulary and comprehension strategies. It also
introduces the strategic reading passage. During the reading passage, students can access
audio prompts that reinforce vocabulary and comprehension. After the strategic reading
passage, students complete a 10-question comprehension quiz.
Lesson 4: Reading Comprehension II
Lesson 4 makes use of both the strategic reading passage and the students' growing abilities
with the comprehension strategies to solidify their learning. After a brief refresher of each of
the two comprehension skills and strategies introduced in Lesson 2, students work through
both a practice and application activity. These activities are introduced in a game format and
usually these games incorporate text from the Lesson 3 strategic reading passage. Activities in
Lesson 4 also apply these strategies to new, short passages or include students' written
responses.
Program Features in All Lessons
Sticky Notes
The Sticky Note feature is available to students at any time in the program. This
writing tool enables students to note important ideas or reminders for themselves
while they are in the midst of an activity and view those notes throughout any part
of the unit during that day's session. The text in a sticky note can also be printed.
The text in the sticky note is not saved to the LMS, however. It is designed as a portable
notebook for the student working in a unit of Destination Reading.
Saving Text
The text-entry activities save any text a student enters for at least one year. This includes text
entered into single, two-, or three-column charts, blogs, e-mail, and instant messages. Teachers
can access saved text through the LMS system. Students can print copies of their text but
cannot access text outside of the activity.
Printing
Students can print copies of the text they enter in an activity. Printing is available by
clicking the Print icon on the Tools menu.
7
The following diagram will help you access the program features quickly. It might be helpful to duplicate this page and make it available
to students when they are new users of Destination Reading.
Power
start
Power Up
Up to
to start
Go to reading passage
Go to Passag
Go to second reading
passage when available
Glossary
Glossary
Download: music, video,
sound or images
Download: music,
video, sound or
Connect:images
E-mail, IM, text,
blogsIM
Connect: or
email
StickyNote
Note
Sticky
Printer
Printer
Launch: music or activities
NOTE: buttons will
highlight when needed
Back to Main
Back to
Menu
Main Menu
Repeat
Repeat
instructions
instructions
Replay
activity
Back to
Back
to
previous
previous
activity
activity
Pause
Forward to
Volume
Pause activity
Forward
to
next
activity
next activity
activity
Destination Reading Course III & IV
Training Manual
8
Getting Around in Destination Reading
Destination Reading Course III & IV
Training Manual
A Walk Through Course III, Unit 27
Launch the Unit
1. Launch Course III if you have not already done so.
2. Roll your cursor over each unit number. Notice that the
title of the unit appears at the bottom section of the
window.
3. Click Unit 27 to launch it.
Lesson 1
Open Lesson 1
1. When the screen showing the four lessons in the unit
appears, roll your cursor over each number to see the
general content of the individual lesson.
2. Click 1 to open Lesson 1.
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Lesson 1, continued
Learning Objectives
Lesson 1 opens with a brief, student-friendly introduction of the learning objectives for that
lesson (see the Chapter 6, Resources).
Buddies
Buddy characters interact with the student throughout the unit, providing peer support and
motivation through animation, instant messages, text messages, and e-mail. Experts are called
in to help deliver instruction. Reward sequences that conclude each lesson feature songs, fun
facts, puzzles, and animation.
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Lesson 1, continued
Genre Study
Each Lesson 1 introduces the genre of the strategic reading passage for the unit. The interactive
instruction states the author's purpose for writing this genre. In two-passage units, the author's
purpose for both genres is stated. The instruction discusses and demonstrates up to five
characteristics of the genre, to help readers recognize it. The strategic reading passage will
clearly demonstrate these characteristics.
Build Background
A background-building video or slide show displays information that is important for students
to know before they encounter the strategic reading passage. As students view this
presentation, references to the strategic reading passage make it clear that the purpose of the
presentation is to better understand the passage. The presentation also includes at least three
questions designed to activate students' prior knowledge and experience about the topic.
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Lesson 1, continued
Vocabulary Strategy
Lesson 1 also provides instruction and practice in a specific vocabulary strategy. (See Chapter 6,
Resources for a list of the vocabulary strategies and words covered in each unit of Destination
Reading.) This vocabulary strategy instruction is presented in the context of an additional
reading passage that contains all the learner vocabulary for the unit. For additional vocabulary
support, the learner vocabulary words are available at any time in the unit by clicking the
Glossary feature on the Tools menu.
Games for Practice and Application
Students practice the vocabulary strategy in a game format. Games typically include three to
five questions or problems of increasing challenge level. Students also apply the strategy in a
game or in a writing activity, using words that exemplify the vocabulary strategy.
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Destination Reading Course III & IV
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Lesson 2
Learning Objectives
Lesson 2 of every unit focuses on building comprehension through two specific reading skills
and strategies. (See Chapter 6, Resources for a list of all of the comprehension skills and
strategies covered in Destination Reading.)
Comprehension Skills and Strategies
Direct instruction provides a full explanation of each skill or strategy, often using familiar, realworld examples. The modeling of the skill or strategy reinforces the instruction using brief
reading passages. The two comprehension skills and strategies in each unit closely correlate
with the genre of the strategic reading passage, ensuring a coherent learning experience for
students.
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Destination Reading Course III & IV
Training Manual
Lesson 2, continued
Comprehension Activities
The comprehension skills and strategies cycle throughout the units in Courses 3 and 4, so
students build their skill and sophistication in comprehension as they move through the
courses.
Students practice a variety of comprehension activities—completing sentences in "madlib"
format, organizing information from a reading passage into a three-column chart, or altering
inferences as they explore an idea in more depth.
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Destination Reading Course III & IV
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Lesson 3
Learning Objectives
Lesson 3 of each unit presents the strategic reading passage. The lesson opens by setting the
purpose for reading the passage, reminding students of the genre characteristics, and activating
their prior knowledge of the topic.
Strategic Reading Passage
The passage can be read aloud by clicking the green Audio icon that appears toward the top
left of each screen of the passage. A complete list of all the lesson titles, along with their Lexile
levels, is included in the Chapter 6, Resources. In two-passage units, the first passage will be
introduced and read. After the student has completed the first passage, the second passage will
be introduced in a similar way.
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Destination Reading Course III & IV
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Lesson 3, continued
Vocabulary and Comprehension Prompts
Vocabulary and Comprehension icons appear throughout the strategic reading passage. When
students click these icons, audio prompts guide students to apply the vocabulary and
comprehension skills and strategies to this reading passage.
Comprehension Quiz
The strategic reading passage is followed by a 10-question comprehension quiz that checks
students' understanding of the passage content. There are three literal/recall questions, three
questions that check the meaning of the learner vocabulary words, and four higher level
thinking questions that require students to make inferences, evaluations, or interpretations. (In
two-passage units, the comprehension quiz includes questions about both passages.)
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Destination Reading Course III & IV
Training Manual
Lesson 3, continued
Use these icons to access important program features within the strategic reading passage.
Icon
Description
Open the Glossary at any time from the Tools menu by clicking the magnifying
glass. Within the strategic reading passage, the vocabulary words appear in blue.
Clicking one of the blue learner vocabulary words activates the glossary entry for
that word.
The Audio prompt enables students to hear the whole passage read aloud and
highlighted, one sentence at a time.
The Vocabulary prompts enable students to receive audio instruction and/or
review of the vocabulary strategy covered in Lesson 1.
The Comprehension prompts deliver audio reminding students of the skills
covered in Lesson 2 and providing practice in those skills and strategies. The
narrator may ask students about their personal response to the passage, encourage
them to connect with their prior knowledge, form opinions as they read, or engage
in other metacognitive tasks.
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Destination Reading Course III & IV
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Lesson 4
Learning Objectives
The focus of Lesson 4 is to reinforce and apply the two comprehension skills and strategies
introduced and practiced in Lesson 2.
Comprehension Games for Practice and Application
After a brief instructional sequence for the first skill or strategy, the students practice it in a
game format that uses excerpts from the strategic reading passage. The application activity for
this skill or strategy may use new text or other excerpts from the strategic reading passage.
Occasionally, the practice and application activities are combined.
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Destination Reading Course III & IV
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Lesson 4, continued
The same sequence of instructional refresher, practice activity, and application activity is
provided for the second comprehension skill or strategy. The application activity that ends the
unit is often a writing assignment.
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A Journey through
Destination Reading
4
Destination Reading is a comprehensive, intermediate and middle school reading program in which the
primary components and instructional approach reflect the research literature on elements of reading
instruction that have been shown to be effective in helping students read proficiently. Gains in reading
achievement are associated with explicit instruction, guided practice, and authentic application.
Destination Reading Courses III and IV provide a full and sequential implementation of strategic
instruction, practice, and application in the essential reading skills students need in grades four through
eight. The components of Destination Reading include the areas of reading instruction that work for
upper grade students, as documented by the National Reading Panel (NIH/NICHD, December 2000).
Word Study
• Vocabulary instruction
• Learner vocabulary words
• Decoding support in context
Comprehension
• Comprehension instruction
• Accessing prior knowledge
• Targeted to genre
• Recall and higher-order thinking questions
• Graphic organizers
• Comprehension monitoring
Fluency
• Auditory support
• Text highlighted as narrator reads
• Blackline masters of passages
Variety of Texts
• Instruction in a variety of genres
• Motivating content
• Lexile levels
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Destination Reading Course III & IV
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Word Study
The design of Destination Reading Courses III and IV preteaches vocabulary to build students’
conceptual knowledge, exposes students to vocabulary words in multiple contexts, and models
and instructs students in the use of vocabulary strategies. Each unit includes between six and
nine new terms. Vocabulary words include high-utility and academic language. Students
personalize their knowledge of words through application activities that often involve student
writing assignments using the newly acquired terms. Destination Reading includes multiple
approaches to word study.
• Strategic Instruction: Strategies are taught for unlocking the meaning of new words.
• Direct Instruction: New words are introduced as they are needed for the comprehension
of a specific text.
• Indirect Instruction: Words are learned in context of reading a passage.
• Decoding support: Students are reminded to apply decoding strategies in the context of
reading, as appropriate.
Destination Reading includes these methods as well as many others to facilitate vocabulary
instruction:
Strategic Instruction Fifteen vocabulary strategies are taught in Destination Reading Courses
III and IV. Lesson 1 of each unit provides explicit instruction and modeling of a specific strategy.
Students then complete a practice activity and an application activity that exemplify the
strategy. In Lesson 3 of each unit, students hear audio prompts, reminding them of the
strategy’s application to the strategic reading passage. Strategies are usually repeated two to
three times within Course III and again in Course IV, so students develop mastery of the
strategy. (See the Vocbulary Strategy Chart in Chapter 6, Resources for a listing of the word
study strategies covered.)
Examples
Course III, Units 2, 14, 27, Lesson 1—Word Structure: Prefixes and Suffixes
Course IV, Units 14, 20, Lesson 1—Word Structure: Prefixes and Suffixes
Direct Instruction Direct instruction is provided for specific words that exemplify the strategy
for the unit. This explicit instruction includes modeling as well as practice and application
activities.
Examples
Course III, Units 9, 15, 17, 29, Lesson 1— Context Clues: Homophones and Homographs
Course IV, Units 2, 11, 22, Lesson 1— Context Clues: Homophones and Homographs
Course III, Units 6. 18, Lesson 1—Dictionary/Glossary: Unfamiliar Words
Course IV, Units 4, 16, 30, Lesson 1—Dictionary/Glossary: Unfamiliar Words
Indirect Instruction Words are learned in the context of reading passages. Each unit presents
six to nine new vocabulary words in the context of a text passage in Lesson 1 and again in the
strategic reading passage in Lesson 3. Because Destination Reading includes many genres,
students learn a variety of new words from different content areas. (See the Vocabulary Words
by Unit list in Chapter 6, Resources.) In the Lesson 3 strategic reading passage, students can
click the learner vocabulary words that appear in a blue font to see a glossary entry for that
word.
Examples
Course III, Unit 9, Lesson 1 and Lesson 3
Course IV, Unit 24, Lesson 1 and Lesson 3
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Decoding Support The interactive text of the strategic reading passage in Lesson 3 provides
unobtrusive decoding support to students who need it. By clicking the vocabulary prompts that
appear beside the text of the strategic reading passage, students are reminded of decoding
strategies appropriate to specific words in the context of the passage.
Examples
Course III, Unit 10, Lesson 3—Use prefixes to chunk words
Course III, Unit 23, Lesson 3—Word ending -sion and its different pronunciations
Course IV, Unit 9, Lesson 3—Stress in three-syllable words
Course IV, Unit 21, Lesson 3—VCCCCV Pattern
Comprehension
Destination Reading Courses III and IV provide direct and indirect exposure to background
knowledge relevant to the topic of each strategic reading passage. Students may view a slide
show or a movie that exposes them to content that will improve their chances of understanding
what they are about to read. The courseware also provides instruction in the genre of the
passage they will be reading. These background building and genre activities occur in Lesson 1
of each unit.
Example: Course III, Unit 30
Genre
Myth
Strategic Reading Passage
“How Da-Yu Controlled the River,”
a Chinese myth about the Yellow River
Background Building
A slide show provides information about the location of
the Yellow River, the source of its name, and efforts to
control its power.
The courseware also includes a carefully-sequenced progression of twenty research-based skills
and strategies. Full instruction, modeling, practice, and application of the skills and strategies
are provided in Lessons 2 and 4. Strategies are usually repeated two to three times within
Course III and again in Course IV, so students develop mastery of the strategy. (See the
Comprehension Skills and Strategies Chart in Chapter 6, Resources for a full listing.)
Students are guided by prompts in the interactive text in Lesson 3 to use the comprehension
strategies while reading. Following reading, students have multiple opportunities to
demonstrate their understanding of the text, at literal and more advanced levels.
Examples
Course III, Units 2, 16, 25, Lessons 2 and 4—K-W-L Strategy
Course III, Units 11 and 26, Lessons 2 and 4—K-W-L Strategy
Course III, Units 1 and 13, Lessons 2 and 4—Literary Elements: plot, setting, character
Course III, Units 6 and 17, Lessons 2 and 4—Literary Elements: plot, setting, character
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Destination Reading Course III & IV
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Fluency
Fluency is the ability to read text quickly, accurately, and with appropriate expression and
phrasing. Automaticity (the ability to recognize words quickly without sounding them out) is a
critical factor affecting fluency. Destination Reading provides opportunities to read text with
different types of support within both courses.
Read-aloud Text All strategic reading passages (Lesson 3) can be read aloud in several ways.
• Students can click the audio icon at the top of the page to hear the entire page read to them.
• Students can click any word to hear the sentence in which it appears.
• Students can click any glossary entry word within the glossary to hear it pronounced.
Learner Vocabulary Between six and nine content-related vocabulary words are integrated
throughout each unit of Destination Reading. These vocabulary words are presented in the
context of two reading passages, one in Lesson 1 and one in Lesson 3, and are also part of the
glossary feature of the courseware. This repetition of important content-area vocabulary builds
the automaticity so important for developing fluency. (See the Vocabulary List by Unit list in
Chapter 6, Resources.)
Blackline Masters All the strategic reading passages can be printed for students to read at
home.
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Destination Reading Course III & IV
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Variety of Texts
For upper elementary and middle school students, issues such as motivation and access to ageappropriate reading materials play a large role in the continued development of reading
comprehension skills and strategies as students progress through the grades. Destination
Reading Courses III and IV include a rich variety of texts that address the motivational
requirements of this age group.
• Wide variety of genres
• Motivating content
• Lexile levels
Wide Variety of Genres
Destination Reading Courses III and IV each include more than three-dozen strategic reading
passages that represent a rich variety of topics and genres. Genre study instruction and
modeling, which occurs in each unit’s Lesson 1, builds students’ understanding and
appreciation of the many examples of the genre with which they are already familiar. It also
prepares them to comprehend the passage in Lesson 3 more fully. (See Lexile Levels and Genres
of Reading Passages in Chapter 6, Resources.)
Motivating Content
The topics of each unit have been carefully selected to appeal to upper-elementary and middleschool students. Each unit has an important cross-curricular connection, so students read
content related to science, social studies, math, the arts, and popular culture as well as more
traditional topics and genres in the language arts. For example, topics range from
skateboarding to Ellis Island immigrants to movie reviews to underwater exploration to hip-hop.
Students read autobiographies of crime scene investigators, examine the techniques of
persuasive advertising, explore blogs and Web sites about the land of the midnight sun, and
read historical fiction about the Lewis and Clark expedition.
Lexile Levels
Each strategic reading passage has a Lexile level. This information can help you select reading
passages appropriate for an individual student’s ability and interest. Because you can print the
passages, you can also use them for a variety of offline reading activities. (See Lexile Levels and
Genres of Reading Passages in Chapter 6, Resources.)
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Classroom
Management of
Technology
5
Implementation Models—Best Practices
To facilitate your experience as a teacher in getting the greatest student benefits using
programs from Riverdeep, we suggest the following best practices, which have proven to be
successful in classrooms.
Presentation or Demo Model
To present lessons that introduce, reinforce, enrich, or extend concepts, use a projection device
connected to a computer for whole- or small-group instruction. You can include these
techniques:
• Begin with what students already know.
Select a lesson that shows a concept students already know. Move to what they do not know while
integrating new concepts in small increments.
• Establish learners’ intrinsic need for the learning.
Link concepts to what students relate to and want to learn about. Students tend to learn best when
they make connections between what they are learning and what they relate to—tie concepts to
applications and topics that interest them.
• Provide real-life applications.
Transfer what is learned in the presentation lesson to practical situations. Allow students to see how
the new skills apply to their own specific needs. Foster discussions of ways to actively incorporate
the new skills and allow time for students to practice these new skills.
• Create and maintain learners’ interest.
Be excited yourself! Encourage students to take an active part in the learning process. Capitalize on
the interactive and engaging Riverdeep lessons by involving students at every opportunity.
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Destination Reading Course III & IV
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• Foster discussion and active participation.
Use group discussions, demonstrations, projects, and real-life applications to tap the students’
experiences and willing participation. Allow students to lead the presentations while “teaching”
each other.
• Give students choices about their learning.
Allow them to be involved in determining which lessons or parts of lessons they want to have
presented. Some lessons lend themselves best to individual exploration, while others are
appropriate when experienced in presentation mode. After lessons are introduced in the classroom
in presentation mode, students can work individually on them when lab or classroom computers are
available.
• Use flexible pacing and provide direction, integration, and extension at every opportunity.
Elicit students’ expectations and understanding as the lesson is being presented. Rethink and
readjust goals, outcomes, and pacing if necessary.
• Give informational materials to students.
Reinforce and enhance the information presented in the lessons by expecting students to take
notes, and by giving them logbooks that accompany each lesson as well as handouts of key points
and reference material guides.
• Provide recognition, encouragement, and approval.
Encourage students to share personal experiences. Maintain good eye contact. Be an active listener
when they are sharing and respond to them positively.
Lab Model
Maximizing instruction during computer lab time can be accomplished with these best
practices:
• Provide one computer per student to accommodate the whole class. This is optimal for
individualized instruction.
• Have two or more sessions per week on the curricular area of focus.
Note: If schedules don’t allow for optimal lab time for all students, provisions for
small 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.
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Computers-in-the-Classroom Model
Best practices for providing for students to use computers on a rotation basis include:
• Post a schedule of times/students/assigned computers to assure equity of access and maximum use
of computers.
• Schedule additional access to computers for students who need focused enrichment or
remediation.
• Schedule computer time before and after school and at the end of lunch period as well as during
learning center or lab time. A worthy goal to strive for can be to have all computers in use every
minute of the day.
• Use the presentation or demo model to introduce concepts to whole or small groups of students
and provide individual access to classroom or lab computers as a follow-up.
• Have volunteers help students who are working on the computers. Consider student assistants,
classmates, and parent or community volunteers.
Set clear expectations about attentiveness to lessons and care of computers. If misuse occurs,
loss of privilege is often an effective consequence.
27
Resources
Introduction
This section includes the following charts:
• Scope & Sequence Course III on 29
• Scope & Sequence Course IV on 31
• Pacing Guides/Planning Charts on 33
• Comprehension Skills and Strategies Chart on 36
• Vocabulary Strategy Chart on 38
• Vocabulary Words by Unit on 39
• Lexile Levels and Genres of Reading Passages on 41
28
6
Scope & Sequence Course III
Course III
Cross-curricular Connection
Comprehension Strategy
Comprehension Skill
Vocabulary Strategy
Narrative Fiction
Language Arts
Ask and Answer Questions
Literary Elements:
Plot, Setting, and Character
Context Clues: Idioms
Informational Text and
Science Fiction
Technology/Science
K-W-L Strategy
Author’s Purpose: To Inform
Word Structure: Suffixes
Historical Fiction
Social Studies
Analyze Text Structure:
Chronological Order
Literary Elements:
Personification
Word Structure:
Inflected Endings
Informational Text
Social Studies: Current Events
Summarize
Main Idea and
Supporting Details
Context Clues:
Multiple-meaning Words
Informational Text: Online
Art
Paraphrase
Cause and Effect
Context Clues:
Synonyms and Antonyms
Fantasy
Science/Language Arts
Visualize
Distinguish Realism
from Fantasy
Dictionary/Glossary:
Unfamiliar Words
Adventure Fiction
Science
Summarize
Literary Elements:
Simile and Metaphor
Word Structure: Base Words
Unit 8
Biography and
Informational Text: Procedures
Science: Environment
Create and Use Graphic
Organizers: Idea Web
Identify Sequence of Events
Dictionary/Glossary:
Multiple-meaning Word
Unit 9
Tall Tale and
Informational Text
Social Studies: Multicultural
Fix-up Strategy: Read Aloud
Compare and Contrast:
Two Texts
Context Clues:
Homophones and Homographs
Persuasive Text
Math
Take Notes
Persuasive Devices:
Fact and Opinion
Word Structure:
Greek and Latin Roots
Narrative Nonfiction
Social Studies: Current Events
Use K-W-L Strategy
Distinguish Fact and Opinion
Context Clues:
Synonyms and Antonyms
Mystery
Social Studies
Make and Confirm Predictions
Draw Conclusions
Context Clues:
Unfamiliar Words
Adventure Fiction
Science
Make and Confirm Predictions
Literary Elements:
Plot, Setting, and Character
Word Structure:
Greek and Latin Roots
Autobiography
Art/Music
Create and Use Graphic
Organizers: Venn Diagram
Identify Sequence of Events
Word Structure:
Prefixes and Suffixes
Drama: Reader's Theater
Language Arts
Paraphrase
Distinguish Fact and Opinion
Context Clues: Homographs
Informational Text
Science
Use K-W-L Strategy
Main Idea and
Supporting Details
Context Clues:
Unfamiliar Words
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
29
Unit 16
Destination Reading Course III & IV
Training Manual
Genre
Genre
Cross-curricular Connection
Comprehension Strategy
Comprehension Skill
Vocabulary Strategy
Unit 17
Poetry
Language Arts
Visualize
Literary Elements: Symbolism
Context Clues: Homophones
Informational Text
Social Studies/Geography
Take Notes
Main Idea and
Supporting Details
Dictionary/Glossary:
Unfamiliar Words
Informational Text and
Persuasive Text
Social Studies: Multicultural
Fix-up Strategy: Reread
Compare and Contrast
Context Clues: Idioms
Mystery
Language Arts
Paraphrase
Identify Cause and Effect
Context Clues:
Multiple-meaning Words
Historical Fiction
Social Studies
Analyze Text Structure:
Chronological Order
Make Inferences
Context Clues:
Synonyms and Antonyms
Persuasive Text: Essay
and Advertisement
Science: Environment
Ask and Answer Questions
Persuasive Devices
Word Structure:
Inflected Endings
Informational Text: Online
Social Studies: Current Events
Analyze Text Structure:
Description
Author’s Viewpoint
Context Clues: Analogies
Science Fiction
Technology/Math
Summarize
Literary Elements: Point of View Dictionary/Glossary:
Multiple-meaning Words
Informational Text
Social Studies
Use K-W-L Strategy
Main Idea and
Supporting Details
Dictionary/Glossary:
Multiple Meaning Words
Realistic Fiction
Language Arts
Ask and Answer Questions
Literary Elements:
Alliteration, Simile, and
Metaphor
Word Structure:
Greek and Latin Roots
Informational Text: Science
Nonfiction
Science
Create and Use Graphic
Organizers
Make Inferences
Word Structure: Prefixes and
Suffixes
Informational Text: Procedures
Art
Summarize
Identify Steps in a Process
Context Clues:
Synonyms and Antonyms
Informational Text:
Web Site and Blog
Social Studies
Fix-up Strategy
Recognize Author's Viewpoint
Context Clues: Homophones
Myth
Social Studies: Multicultural
Visualize
Literary Elements: Symbolism
Context Clues:
Unfamiliar Words
Unit 18
Unit 19
Unit 20
Unit 21
Unit 22
Unit 23
Unit 24
Unit 25
Unit 26
Unit 27
Unit 28
Unit 29
Unit 30
Destination Reading Course III & IV
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30
Course III
Scope & Sequence Course IV
Course IV
Cross-curricular Connection
Comprehension Strategy
Comprehension Skill
Vocabulary Strategy
Informational Text
Technology
Make Predictions
Sequence Events
Context Clues:
Unfamiliar Words: Slang
Unit 2
Persuasive Text and
Informational Text
Technology/Math
Fix-up Strategy
Recognize Statements
of Fact and Opinion
Context Clues: Homographs
Unit 3
Historical Nonfiction
and Poetry
Social Studies
Analyze Text Structure:
Headings and Subheadings
Compare and Contrast
Context Clues: Analogy Types:
Person and Situation
Autobiography
Science: Environment
Take Notes
Identify Cause and Effect
Dictionary/Glossary:
Unfamiliar Words
Persuasive Text
Health
Paraphrase
Recognize Persuasive Devices
Context Clues:
Multiple-meaning Words
Drama and Fable
Language Arts
Analyze Text Structure: Drama
Literary Elements:
Plot, Setting, and Character
Context Clues: Idioms
Informational Text
Science
Summarize
Main Idea and
Supporting Details
Word Structure:
Greek and Latin Roots
Persuasive Text
Math
Paraphrase
Recognize Statements of Fact
and Opinion
Context Clues: Analogy Types:
Synonyms and Antonyms
Adventure Fiction
Social Studies
Make and Confirm Predictions
Literary Elements:
Author's Point of View
Dictionary/Glossary:
Unfamiliar Words
Folktale and Realistic Fiction
Social Studies: Multicultural
Analyze Text Structure:
Cause and Effect
Distinguish Realism
from Fantasy
Context Clues:
Multiple-meaning Words
Informational Text
Health
Use K-W-L Strategy
Identify Cause and Effect
Context Clues:
Homonyms and Homographs
Informational Text
and Review
Language Arts
Ask and Answer Questions
Persuasive Devices
Word Structure:
Greek and Latin Roots
Realistic Fiction
Social Studies
Visualize
Literary Elements: Alliteration,
Simile, and Metaphor
Context Clues:
Synonyms and Antonyms
Informational Text and
Persuasive text
Science
Take Notes
Draw Conclusions and
Make Inferences
Word Structure:
Prefixes and Suffixes
Biography
Music
Create and Use
Graphic Organizers
Identify Sequence of Events
Dictionary/Glossary:
Multiple Meaning Words
Unit 1
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
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Destination Reading Course III & IV
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Genre
Genre
Cross-curricular Connection
Comprehension Strategy
Comprehension Skill
Vocabulary Strategy
Autobiography
Technology/Math
Ask and Answer Questions
Draw Conclusions and
Make Inferences
Dictionary/Glossary:
Unfamiliar Words
Historical Fiction
Social Studies
Fix-up Strategy
Recognize Literary Elements:
Plot, Setting, and Character
Context Clues: Idioms
Informational Text: E-zine
Technology
Analyze Text Structure:
Problem and Solution
Compare and Contrast
Context Clues:
Connotative/Denotative
Biography
Social Studies: Current Events
Fix-up Strategy
Identify Sequence of Events
Context Clues:
Unfamiliar Words
Adventure Fiction
Social Studies
Make and Confirm Predictions
Draw Conclusions and
Make Inferences
Word Structure:
Prefixes and Suffixes
Persuasive Text
Technology
Paraphrase
Persuasive Devices
Context Clues:
Multiple-meaning Words
Informational Text
and Persuasive text
Science
Analyze Text Structure:
Compare and Contrast
Recognize Author’s
Viewpoint
Context Clues:
Homonyms and Homographs
Informational Text
Social Studies
Create and Use
Graphic Organizers
Distinguish Fact and Opinion
Context Clues: Idioms
Informational Text:
Newspaper Column
Social Studies: Current Events
Summarize
Main Ideas and
Supporting Details
Context Clues: Foreign Words
Mystery
Technology/Math
Visualize
Literary Elements:
Hyperbole and Exaggeration
Word Structure:
Greek and Latin Roots
Unit 26
Informational Text and
Persuasive Text
Science: Environment
Use K-W-L Strategy
Compare and Contrast
Context Clues:
Synonyms and Antonyms
Unit 27
Analyze Text Structure:
Classification
Social Studies: Current Events
Analyze Text Structure:
Classification
Cause and Effect: Implied
Context Clues:
Connotative/Denotative
Myth
Arts
Ask and Answer Questions
Literary Elements:
Symbolism
Dictionary/Glossary:
Multiple-meaning Words
Science Fiction
Science
Take Notes
Distinguish Realism
from Fantasy
Context Clues: Analogies
Science Fantasy
Science
Create and Use Graphic
Organizers: Story Map
Literary Elements: Theme
Dictionary/Glossary:
Unfamiliar Words
Unit 16
Unit 17
Unit 18
Unit 19
Unit 20
Unit 21
Unit 22
Unit 23
Unit 24
Unit 25
Unit 28
Unit 29
Unit 30
Destination Reading Course III & IV
Training Manual
32
Course IV
Destination Reading Course III & IV
Training Manual
Pacing Guides/Planning Charts
One approach to making daily assignments is shown in Table 1 below. In general, the computer
time for the daily sessions suggested below will fit easily into a class period. If desired, a unit
can be modified at the lesson, tutorial, or game level.
Table 1: Typical Weekly Schedule When Assigning an Entire Unit
Day 1
Day 2
Day 3
Day 4
Day 5
Offline
Introduction
Lesson 1: Genre &
Vocabulary
Lesson 2: Reading
Comprehension I
Lesson 3:
Strategic Reading
Lesson 4: Reading
Comprehension II
Use the material in
the unit opener of
the Teacher's Guide
to prepare students
to work on the unit.
Genre Study
Comprehension
Skill with Instruction,
Modeling, and
Practice
Set Purpose for
Reading,
Activate Prior
Knowledge
Comprehension
Skill with Instruction,
Modeling, Practice,
and Application
Comprehension
Strategy with
Instruction,
Modeling, and
Practice
Reading passage(s)
Comprehension
Strategy with
Instruction,
Modeling, Practice,
and Application
Author's Purpose
with Instruction and
Modeling
Build Background,
Activate Prior
Knowledge
Comprehension
Quiz
Vocabulary Strategy
with Instruction,
Modeling, Practice,
and Application
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Destination Reading Course III & IV
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Daily assignments can be made as shown in Table 2 below. Typically, practice with segments
from two different units can be covered within a week, as shown in the table.
Table 2: Typical Weekly Schedule When Assigning Specific Strategy or Skill
Day 1
Day 2
Day 3
Day 4
Day 5
First Unit
Lesson 2:
Introduction of
Skill or Strategy
First Unit
Lesson 3:
Strategic Reading
First Unit
Lesson 4:
Application of Skill
or Strategy
Second Unit
Lesson 3:
Strategic Reading
Second Unit
Lesson 4:
Application of Skill
or Strategy
First Unit
Assignment:
Set Purpose for
Reading, Activate
Prior Knowledge
Comprehension
Skill or Strategy
segments with
Instruction,
Modeling, Practice,
and Application
Set Purpose for
Reading, Activate
Prior Knowledge
Comprehension
Skill or Strategy
segments with
Instruction,
Modeling, Practice,
and Application
Comprehension
Skill or Strategy
segments with
Instruction,
Modeling, and
Practice
Reading passage(s)
Comprehension
Quiz
Second Unit
Assignment
(same or new skill/
strategy as
appropriate)
Second Unit
Lesson 2:
Introduction of Skill
or Strategy
Comprehension
Skill or Strategy
segments with
Instruction,
Modeling, and
Practice
34
Reading passage(s)
Comprehension
Quiz
Destination Reading Course III & IV
Training Manual
Daily assignments can be made as shown in Table 3 below. Typically, practice with segments
from at least two different units can be covered within a week.
Table 3: Typical Weekly Schedule When Assigning Specific Genre
Day 1
Day 2
Day 3
Day 4
Day 5
First Unit
Lesson 1: Genre &
Vocabulary
First Unit
Lesson 3:
Strategic Reading
Second Unit
Lesson 1: Genre &
Vocabulary
Second Unit
Lesson 3:
Strategic Reading
Offline Activity
First Unit
Assignment
Set Purpose for
Reading, Activate
Prior Knowledge
Second Unit
Assignment
same or new genre
as appropriate
Set Purpose for
Reading, Activate
Prior Knowledge
Third Assignment
suggested activities
Genre Study with
Instruction and
Modeling
Build Background,
Activate Prior
Knowledge
Vocabulary Strategy
with Instruction,
Modeling, Practice,
and Application
Reading passage(s)
Comprehension
Quiz
Reading passage(s)
Genre Study with
Instruction and
Modeling
Build Background,
Activate Prior
Knowledge
Vocabulary Strategy
with Instruction,
Modeling, Practice,
and Application
Comprehension
Quiz
Provide students
with an offline
example of the
same genre,
possibly from a
textbook or
periodical.
Use the blackline
master versions of
the strategic
readings from Day 1
and 3 as the basis of
a Reader's Theater
activity.
Consult the book
lists in the Lesson
Plans, to extend the
computer reading
experience to print
resources.
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Destination Reading Course III & IV
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Comprehension Skills and Strategies Chart
Comprehension Skills
and Strategies
Course III Units
Course IV Units
Asking and Answering
Questions
1, 22, 26
12, 16, 28
Author's Purpose
2
Author's Viewpoint
23, 29
22
Cause and Effect
5, 20
4, 11, 27
Comparing and Contrasting
9, 19
3, 18, 26
Drawing Conclusions
12
14, 16, 20
Fact and Opinion
11, 15
2, 8, 23
Fix-up Strategies
9, 19, 29
2, 17, 19
Graphic Organizers
8, 14, 27
15, 23, 30
Inferences
21, 27
14, 16, 20
K-W-L Strategy
2, 11, 16, 25
11, 26
Alliteration, Metaphor, and
Simile
7, 26
13
Author's Point of View
24
9
Literary Elements
Hyperbole, Exaggeration
25
Personification
3
Plot, Setting, Characters
1, 13
6, 17
Symbolism
17, 30
28
Theme
30
Main Idea and Supporting
Details
4, 16, 18, 25
7, 24
Paraphrasing
5, 15, 20
5, 8, 21
Persuasive Devices
10, 22
5, 12, 21
Predicting
12, 13
1, 9, 20
Realism or Fantasy
6
10, 29
Sequencing
8, 28, 14
1, 15, 19
Steps in a Process
8, 28
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Destination Reading Course III & IV
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Comprehension Skills
and Strategies
Course III Units
Course IV Units
Summarizing
4, 7, 24, 28
7, 24
Taking notes
10, 18
4, 14, 29
Text Structure
Chronology
3, 21
Description
23
Heads and Subheads
3
Drama
6
Cause and Effect
10
Problem and Solution
18
Compare and Contrast
22
Classification
27
Visualizing
6, 17, 30
13, 25
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Destination Reading Course III & IV
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Vocabulary Strategy Chart
Vocabulary Strategies
Course III
Course IV
Word Structure
Base Words
7
Greek and Latin Roots
10, 13, 26
Inflected Endings
3, 22
Prefixes and Suffixes
2, 14, 27
14, 20
Multiple-meaning Words
8, 24, 25
15, 28
Unfamiliar Words
6, 18
4, 16, 30
23
3, 8, 29
7, 12, 25
Dictionary/Glossary
Context Clues
Analogies
Connotative and Denotative Meanings
18, 27
Foreign Words
24
Homophones and Homographs
9, 15, 17, 29
2, 11, 22
Idioms
1, 19
6, 17, 23
Multiple-meaning Words
4, 20
5, 10, 21
Synonyms and Antonyms
5, 11, 21, 28
13, 26
Unfamiliar Words
12, 16, 30
1, 9, 19
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Destination Reading Course III & IV
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Vocabulary Words by Unit
These vocabulary words are located in the unit Learner Vocabulary sections in the Teacher’s
Guide.
Course III
1
arrived
bathing
pencil
poem
shelter
tense
2
astronauts
data
experiments
government
gravity
improvements
3
beak
dangerous
enormous
gentleman
nature
prairie
woodpecker
4
beneath
business
glow
invented
patients
realized
5
amount
design
hobby
knowledge
measure
pattern
square
tile
6
approached
clutching
graze
riddle
sapling
vines
7
adjust
clatter
instrument
knives
program
screech
squawk
squeal
supply
8
ballast
creature
eventually
explore
hatch
mission
person
submarine
9
coyotes
galloping
human
knot
lasso
mercy
pioneers
wound
10
climate
dinosaur
expensive
fabulous
million
opinion
pressure
windshield
11
anxious
declared
dread
entertainment
firmly
immediately
nervous
striped
stubborn
12
abundant
competition
contain
expedition
mammoth
poncho
rugged
17
aloud
complain
compliment
countless
determined
physical
talent
22
carcass
creating
endangered
prey
population
restore
thriving
27
cooperation
coordinates
latitude
location
longitude
satellite(s)
transmitting
13
abundant
competition
contain
expedition
mammoth
poncho
rugged
18
colonial
destination
glaciers
magnificent
region
tourist
23
amazed
circulate(s)
device
extreme
internal
palm
temperature
vacuum
vessels
28
abstract
annual
conceived
devised
essential
panel
preliminary
primary
remarkable
24
bacteria
extraordinary
mold
observe(d)
solution
specimens
29
axis
cite
flair
flare
hemisphere
horizon
phenomenon
rite
twilight
14
autobiography
concentrated
discovery
energy
inventor
investigated
invisible
pulse
research
15
annoyed
casually
discouraged
embarrassing
enthusiasm
minute
object
sly
16
achieved
customers
employed
fertilizer
notion
proceeds
profits
warehouse
19
consumer(s)
factor(s)
impression
interviews
percent
poll
products
sample
20
account
article
betrayed
canceled
frantic
normal
suspicious
theory
tradition
21
barge
cramped
garment
immigrant
indignant
patience
poverty
thrust
25
exerts
friction
horizontal
physics
rotate
routine
sole
stunt
26
activity
ascending
descent
fluid
foliage
rations
30
antique
architect
chute
dike
distract
moisture
outrage
plaque
vow
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Destination Reading Course III & IV
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Course IV
1
animation
complicate
illusions
live-action
mechanically
process
sequence
storyboards
6
acquaintance
assignment
attitude
debating
inspired
lecturing
relate
scheme
2
bass
capable
entrance
melody
motivated
performance
positive
project
7
acknowledge
effective
fumes
graph
puncture
speculate
3
adults
athlete
civilizations
conclude
intense
translate
8
compost
discard
enthusiastic
ownership
sown
transform
9
chasm
4
erupting
geologist
applied
geyser
codes
communication overcome
shale
determination
tethered
hacker
torrent
imposter
intellectual
mathematical
10
strategies
adhesive
anguish
5
cooperative
depart
absurd
exclusive
atmosphere
harmony
democracy
restless
exposed
furthermore
scientific
11
tissue
advancement
conduct
hostile
imprint
security
traits
unique
40
12
classic
critic
dialogue
director
identify
negative
18
amusement
audible
cue
merchandise
profitable
publisher
13
agile
awkward
digested
haste
illustrate
muscular
probable
19
celebrities
contemporary
conventional
despite
embraced
invasion
potential
rejected
swivel
14
assembly
environment
hazardous
immortality
impressive
microscopic
15
chord
creative
fantasy
fundamentals
gauge
instructor
lyrics
mimic
obstacle
20
authentic
elated
encountered
fathom
musty
perished
provocation
secreted
systematically
21
access
advocate
budget
discounts
financial
identification
16
illegal
anatomy
comprehension privacy
transactions
evidence
forensic
22
nonporous
analysis
occupational
calculate
therapy
compresses
galaxy
17
infinitely
cherish
optical
complaint
physicist
genuine
telescope
intention
mural
spectacular
23
ambassadors
clamoring
comeback
dominate
hospitable
maneuver
politicians
racially
rebel
24
adolescence
confirmation
diplomat
exposure
external
guaranteed
opt
renowned
significantly
25
collision
compromising
consistent
disrupting
elapsed
equivalent
habitation
insignificant
optimistic
26
amendment
basic
civic
disagree
energetic
violates
27
acceptable
fiction
intrigue
receded
sanctuary
substantiate
verify
28
arrogant
deprived
flawless
inspiration
rashly
remorse
29
anticipate
concede
converted
dimensional
observatory
probe
representation
30
catapulting
collided
decipher
desolate
episode
eternity
formula
inhaled
predicament
Destination Reading Course III & IV
Training Manual
Lexile Levels and Genres of Reading Passages
Course III
Unit
No.
Lexile
Level
Passage Title
Genre
1
570
"I Will Be Stronger Than the Fear in My Heart"
Narrative Fiction
2
680
"Mars: Where No Man Has Gone Before"
Informational Text: Magazine Article
2
640
"Give Me Stronger Gravity!"
Science Fiction
3
600
"Into the Unknown"
Historical Fiction
4
620
"Cool Kid Inventions"
Informational Text: Newspaper Article
5
700
"It Figures!"
Informational Text: Online Article
6
580
"The Kudzu Invasion"
Fantasy
7
700
"Finding a Way"
Adventure Fiction
8
860
"Robert Ballard, Modern Sea Explorer"
Biography
8
890
"Dive"
Informational Text: Procedures
9
770
"The Tall Tale of Pecos Bill"
Tall Tale
9
850
"Life of a Cowhand—Yesterday and Today"
Informational Text: Textbook
10
870
"Walking on the Ceiling"
Persuasive Text: Speeches
11
710
"The Fun Was in Tents"
Narrative Nonfiction
12
710
"Can You Dig It? The Mystery of the Hopi Pots"
Mystery
13
700
"Finding Gold in the Clouds"
Adventure Fiction
14
790
"From Science Fiction to Laser Light: My Path to
Discovery"
Autobiography
15
NA
"Slip of the Tongue"
Drama: Reader's Theater
16
850
"Young Teen Builds a Business…on Worms!"
Informational Text: Magazine Article
17
NA
"Into the Spotlight"
Poetry: Narrative
17
NA
"Exit Stage Left"
Poetry: Humorous
18
830
"Star-Spangled Planner"
Informational Text: Brochures
19
840
"Who Asked You? Polling Today's Youth"
Informational Text: Book
19
880
"Don't Ask! The Problem with Polling Kids"
Persuasive Text: Opinion
20
820
"The Mystery of the Missing Field Trip"
Mystery
21
850
"Journey to Ellis Island"
Historical Fiction
22
970
"A Howling Success: Returning Wolves to
Yellowstone"
Persuasive Text: Essay
22
930
"The Gray Wolf Needs YOUR Help!"
Advertisement
23
930
"Can't Stand the Heat"
Informational Text: Online
24
900
"Brewing Up Trouble"
Science Fiction
41
Destination Reading Course III & IV
Training Manual
Course III (Continued)
Unit
No.
Lexile
Level
Passage Title
Genre
25
900
"Riding the Air: The Physics of Skateboarding"
Informational Text: Encyclopedia
26
820
"Under a Blanket of Stars"
Realistic Fiction
27
910
"The Satellite Hunter"
Informational Text: Scientific
28
920
"Battle of the Toys"
Informational Text: Procedures
29
910
"The Midnight Sun"
Informational Text: Web Site
29
840
"My Visit to the End of Night"
Informational Text: Blog
30
810
"How Da-Yu Controlled the River"
Myth
Course IV
Unit
No.
Lexile
Level
Passage Title
Genre
1
970
"Uncut: An Interview with an Animator"
Informational Text: Interview
2
1060
"Keeping It Real: The AmountBoyz"
Informational Text: Profile
3
1050
"The Ancient Sports of Rome"
Historical Nonfiction: Magazine Article
3
NA
"The Goalie's Journey"
Poetry: Narrative
4
1030
"Creating Unbreakable Codes: My Life as a
Cryptographer"
Autobiography
5
950
"Music to Your Ears"
Persuasive Text: Speeches
6
NA
"The First Red Creek Crafts Festival"
Drama
6
990
"The Fish out of Water"
Fable
7
1030
"A Kernel of Truth"
Informational Text: Newspaper
8
1030
"Food for Thought"
Persuasive Text: Pamphlet
9
970
"Blue Sky, White Water"
Adventure Fiction
10
900
"How the Tortoise Cracked Its Shell"
Folktale: Trickster Tales
10
900
"A Superstar Gets Soaked"
Realistic Fiction
11
1040
"Who Goes There? The Technology of
Identification"
Informational Text: Magazine Article
12
1010
"Ready for My Close-Up: The Life of a Film
Critic"
Informational Text: Magazine Article
12
980
"Here's Looking at You: Casablanca"
Review
13
1050
"Reality Check"
Realistic Fiction
14
1080
"Moving into the Robot Generation"
Informational Text: Book
14
1070
"The Case Against Robots"
Persuasive Text: Editorial
42
Destination Reading Course III & IV
Training Manual
Course IV (Continued)
Unit
No.
Lexile
Level
Passage Title
Genre
15
1040
"Backstage Pass"
Biography
16
950
"Heather H., Crime Scene Investigator"
Autobiography
17
1020
"Playing by Ear"
Historical Fiction
18
1030
"Signs and Suspicions"
Informational Text: E-zine
19
1030
"Rev It Up"
Biography
20
980
"Treasured Books"
Adventure Fiction
21
980
"Tracking Technology: Is It Being Taken Too Far?"
Persuasive Text: Speeches
22
1030
"Black Holes: Weird, but Not Worrisome"
Informational Text: Research Paper
22
1030
"Why Study Space?"
Persuasive Text: Editorial
23
970
"Fast Break: Basketball for All"
Informational Text: Historical Magazine
24
970
"Healthy, Wealthy, and Wise"
Informational Text: Newspaper
Column
25
1010
"The Assignment of a Lifetime"
Mystery
26
1110
"The First Amendment: Cornerstone of
Freedom"
Informational Text: Textbook
26
1100
"The First Amendment: Freedoms for Americans
of All Ages"
Persuasive Text: Letters to the Editor
27
1040
"Did You Hear the One About…?"
Informational Text: Web Site
28
1050
"Music in the Air: The Myth of Marsyas &
Apollo"
Myth
28
1030
"How People Came to the South Pacific"
Myth
29
1150
"Shadow Planet"
Science Fiction
30
1060
"Trapped in a Comic Book World"
Science Fantasy
43
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