available in print and digital formats. The teacher lists high-frequency words on the board and students number their papers 110. Developing and Sustaining Foundational Literacy Skills, Section 6. The materials include supports for English Learners (ELs) to meet grade-level learning expectations through lesson features provided for all students, as well as scaffolds labeled specifically for ELs. ensure every student learns to read and write with confidence. In Module 5, Captain Cat Keeps Her Cool, white space is provided in the margins and between the lines and paragraphs of text so that the text is readable and not overwhelming. Students again use Display and Engage 5.2.3.a-b for examples and practice opportunities. Editors must put their names on the paper and answer questions, such as Do the subject and verb agree in number? As described in the Intervention Assessments Introduction, the teacher can administer Letter Correspondence and Phoneme Segmentation as a screener. Over the course of the year, students are provided opportunities to apply grade-level standard English conventions to their writing. What happens first, next, and last in the text? while reading independently; they also complete Reading Graphic Organizer 21.. day and saying, 'The program that I'm using is meeting all my students It helps make lesson planning a breeze! and Hollywood Chicken have students recognize characteristics of a fable; describe and understand plot elements, including the main events, conflict, and resolution; identify clues about a storys structure; and discuss the text through drawing and writing. HMH Into Reading has been rated as Meets Expectations at Gateways 1 (Text Quality), 2 (Building Knowledge), and 3 (Usability) by EdReports. As students learn about informational texts, they must learn academic vocabulary to support text structures, such as chronological order and procedural text. Students write to respond to the prompt Write about the weather and you. Next, the teacher covers the first letter in a series of words (land, dust, wing, bent, soft, text, jump) and asks students to name the word family (for example, cover l in land and name the word family -and). The teacher asks the question, Why does the author do this? and answers the question with, I think it is to show the reader how loud Clark is when he talks. The teacher models how to give clear instructions and students begin drafting their how-to informational writing. 4th Grade. Students are guided to create a new ending. Students make a connection to entering a new place by saying, It is easy to get lost when you are traipsing around someplace new (T296). Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. Questions and tasks are designed so that students build and apply knowledge and skills in reading, writing, speaking, listening, thinking, and language. In partners, students practice decoding words that end in -y and -ly such as neatly. Students combine details given throughout the story to create a new idea, helping them understand the central idea of the passage. In Module 7, students begin working with commas. Students must consider why the author would use figurative language instead of the literal meaning intended. Download the Math Intervention Handbook, filled with expert advice and research-backed strategies that will set students up for success. A description of the text states: Fantasy stories often use unrealistic elements to share relatable life lessons. What lesson has the character learned or taught? Students read the text independently if they read 143151 words accurately or above 95% accuracy. At the beginning of the school year, teachers use the Screening Assessments to screen all students for reading difficulties. The front of each card displays the word and a photo that depicts the word. Students at the Advanced and Advanced High levels say a Power Word, give the number of syllables, and tell which syllables are emphasized. Vocabulary Cards are used weekly to introduce vocabulary from the literature. Included: Modules 1 - 10 broken up by week with TEKS, Objective, Assessment, and resources all in one place. Next, students partner-read selected pages of Work Day or I Am Helen Keller from their myBook as the teacher coaches students on their intonation. Module 2 introduces narrative nonfiction, poetry, drama, and fine art, while reviewing informational text and fantasy. For example, data to form guided reading groups could be gathered from the Benchmark Assessment Kit, Oral Reading Records, Adaptive Growth Measure, and Student Growth Report, and resources for guided reading lessons include Rigby Leveled Readers, Take and Teach Lessons, and Tabletop Minilessons. The materials also provide a weekly schedule as a sample of how to fit Guided Reading, Targeted Skill Practice, and Targeted Language Development into daily instruction. Students begin to draft their poems as a class. Amira connects oral reading fluency assessment results with relevant HMH Into Reading content and resources. Francie Alexander By making this connection in context, students are able to understand the word. )15 Reading . Students compare their lists with a partner and share ways they can help others. Students then pose questions to one another; guiding questions are provided by the teacher: Why do Clarks friends stop playing with him? The teacher also draws a story structure chart to facilitate understanding of the story and structure. Each of the projects includes a printable to guide them through the steps in the process of creating their product. Students use the Think, Pair, Share routine to brainstorm research questions they hope their research will help answer. Later in the module, during the Tabletop Minilesson for Clark and the Shark, the lesson card provides instruction and differentiated practice for understanding the theme. Build background: The teacher explains the project and how it relates to the module. Students use the following sentence frames to guide their thinking: At first,. Then. Now. I think.. The cover features the word Whoosh! written diagonally, in large font. Download the Reading Intervention Handbook, filled with expert advice and research-backed strategies that will set students up for success. Describe the experience and what you learned from it or why it was important (10.3). I want to learn about, and I willso I can. Teachers are reminded to periodically revisit these goals. In this exclusive Science of Reading eBook youll find research-backed information that will walk you through the experience new readers face as they build their reading brain. Students use the Turn and Talk routine and sentence starters during the discussion with their partner: In Module 7, students learn about collaborative conversations when they work on the Inquiry and Research project of writing an autobiography. The teacher provides a preview of the text and students read aloud as the teacher records errors. The materials provide some support and scaffolding strategies for English Language Learners; however, the materials rarely use scaffolds such as pictures, realia, or simplified language and the strategic use of students first language as a means to improve students development in English is infrequent. Ask: How does the prefix pre- change the meaning of a word? Developing and Sustaining Foundational Literacy Skills. The mentor sentence comes with a 5 day Lesson plan as well as practice and an assessment. Can petals be tender? What message do you think the author wants you to take away from this story? (pdf, 433.29 KB), Read the Full Report for Professional Learning Opportunities Students say the Power Words, explain the meanings, and talk about examples. This skill is also practiced in small groups using the decodable reader In a Jam. Materials contain interconnected tasks that build student knowledge. The Tabletop Minilessons: English Language Development resource is suggested for daily use with ELs in small groups to connect to the module topic and/or a specific text. Finally, in Lessons 14 and 15, students publish the final draft of their personal narratives, create an illustration, and share their writing by reading it aloud to the class. The materials also provide additional support for English Learners (ELs) with the following questions and sentence stems: Module 9 continues the vocabulary routine and scaffolded instruction by asking beginning ELs Would you read in a quiet corner? Teachers can precisely tailor instruction to each students needs. Texts are provided via several resources: The materials include the following other activity choices for teachers to ask students to complete: The Reading Workshop Center Support Guide includes activities for students to practice skills that reinforce the units learning and keep themselves accountable for what they are reading. In Module 9, students actively listen to the text The Long, Long Journey to ask questions before, during, and after reading. . Text complexity ratings include simple, slightly complex, moderately complex, and very complex. The materials provide a rationale for why the text was selected and an explanation to support the overall text rating, providing qualitative information. Teachers have everything they need in one place to facilitate systematic and explicit whole- and small-group reading instruction and to support students as they work independently. In Module 7, Is The Wise Owl Wise? Lesson Plan Week 1. Best practices for ELs are also detailed, including, but not limited to, demonstrating respect for childrens first languages, acting out procedures and vocabulary, taking advantages of teachable moments to point out differences in words (such as homophones or multiple-meaning words) when they arise, and teaching children that their efforts to communicate are most important and that making mistakes is acceptable. I will be posting the rest of my, I am a 2nd grade teacher and my district recently changed to the, curriculum could be challenging so my team and I took the time to create these, and plan out each module to help guide my team through daily lessons. The text complexity analysis is located in the Guided Reading Benchmark Assessment section to determine the students level for guided reading groups. On the programs digital platform, Ed: Your Friend in Learning, teachers and administrators have access to materials that teachers and students are using, but with different permissions. In Module 2, the text If You Find a Rock by Peggy Christian has a Lexile Level of 740L and a Guided Reading Level of J. Through this silly story, children will read a book about a shark who loves school but must learn to balance his enthusiasm with learning school rules. The quantitative features of this text are a Lexile Level of 500L and a Guided Reading Level of M. Qualitative features to consider include identifying the features of fantasy and describing the importance of the setting. This Bulletin Board set is created to supplement the HMH Into Reading curriculum for 4th Grade. Google Sheets. Text features are included to facilitate understanding of information presented. The teacher uses Anchor Chart 9: Synthesize to frame the lesson, and students consider the most important portions of the text. Students read the text instructionally if they read 136142 words accurately (9094% accuracy). For example, a Getting Started Leadership Webinar for administrators provides an overview of the programs organization, lesson design, and support resources. Module 1 includes the book Clark the Shark by Bruce Hale. This includes opportunities for the practice and application of the conventions of academic language when speaking and writing, including punctuation and grammar. In Module 12, students use Writers Notebook 12.7 to draft the elements of their opinion essay by including ideas and details. They will work in groups to learn about what types of plants grow in these environments and what they need to grow. are 100% customizable on Google Slides so you can adapt them to fit your class. Each module also includes a Module Assessment, which covers the material taught throughout the module. Students apply these terms in context to the texts Gingerbread for Liberty and Recipe for a Fairy Tale, since both stories are written in chronological order (Module 4). This goes with my Into Reading Module 7 (2nd grade) google slides and lesson plans. The materials host a variety of assessments for teachers to use for screening, diagnostic, and progress-monitoring purposes. Children may use strategies individually, in groups, or in a whole-class setting. Choose a word to find out more about it. Module 5 includes the cursive practice of words with the long-o pattern. Modules 19 include an Inquiry and Research project; each project is on a different topic, which is related to the Essential Question of the module; students follow a research plan. The materials regularly and systematically offer assessment opportunities that genuinely measure students progress as indicated by the program scope and sequence. Implement a summer school curriculum with HMH intervention programs and help students understand the why of learning through real-world scenarios. Next, they choose topics and write a draft by focusing on steps in a process. The Tabletop Minilesson Tool Kit is a flipchart to support differentiated small-group instruction. All lessons are editable. Then, students use the editing checklist to edit their work and create a final draft for the class. HMH Into Reading RIGBY Grade 3 Leveled Readers 15 Books *Level O* Lot 3rd. The student reads the grade-level passage aloud while the teacher records miscues. Students use peer feedback to improve their drafts. Students listen to a sentence using the high-frequency word, but instead of saying the word, the teacher replaces the word with blank. Students write their answers down on their paper as they play the game. retold by Crystal Hubbard (drama). The texts are accompanied by a text complexity analysis provided by the publisher. In Module 5, students use the text Whoosh! Oh, My! Read about a success story with Bryce Marquis, Director of Educational programs in Jones County, NC about how they have achieved success using Into Reading, Waggle, and Service. The resource features academic words with a visual, definition, sentences using the word in context, and discussion prompts. Rabbits Snow Dance by James and Joseph Bruchac is a retelling of a traditional Iriquois fable about the importance of patience and obedience. Rubric Section 2 Texts What students read, see, and hear Total 100% (12 out of 12 points) 80% Recommended. It helps make lesson planning a breeze! Total 100% (46 out of 46 points) 80% Recommended. Pepita and the Bully by Ofelia Dumas Lachtman and Alex Pardo Delange is a contemporary story in which a little girl must confront and learn to get along with her school bully. Weekly Assessments yield meaningful information for teachers to use when planning small-group instruction and differentiation. Assessments are connected to the regular content to support student learning. The materials provide students the opportunity to synthesize knowledge and ideas to deepen their understanding of the texts. One such example is Anchor Chart 13: Central Idea, where students are given a vivid illustration and explanation of the concept main idea or central idea. As their partner speaks, students listen carefully to their partners ideas. Then, they take their physical features and connect unique characteristics to them, including talents and interests. Pair HMH Into Reading with online practice and instruction. Students share their new ending with a partner or group. Teachers use this information to sort students into small groups for guided reading instruction. Next, teachers are to provide intensive instruction using the Foundational Skills and Word Study Studio. Teachers are also instructed to provide scaffolded support in the form of interventions during core instruction for two weeks. Describe the weather and how it helps you decide what to do that day. This task helps them begin to learn about poetry and consider the weather and how it impacts people. There are no actual resources included in this guide. Students apply the concept in context when they read Meet the Dogs of Bedlam Farm and respond to the text by selecting the dog they think is most important, explaining why it is the most important in the story. How user-friendly are the materials and how do they support students, teachers and administrators in assuring strong implementation? Similarly, phonics skills from Grade 1 are reviewed in Grade 2 with multisyllabic words. Students learn about the elements of poetry, including message, stanza, sensory words, and sound patterns like alliteration, rhythm, rhyme, and onomatopoeia. Kinder. Using the Printable Reading Organizer 3 and the text Picture Day Perfection, students fill in details from the book and discuss how they used mental images to describe the characters and setting. In Module 8, students review the genre characteristics of a photo essay, informational text, legend, fairy tale, realistic fiction, and video, while reviewing previously taught comprehension skills and strategies. Module 1 Week 1 3rd grade. Students read, write, and spell high-frequency words following the same Words to Know routine used in Kindergarten: see the word, say the word, spell the word, and write and check the word. I have toiled to clean the classroom. This structure allows students to apply their understanding in an appropriate context. Students meet five times as they read through the book and discuss it. Display and Engage charts are used for example and practice words that feature the phonics skills taught. Students are guided through an inquiry process to help them determine their topic (W1832). The teacher reads a sentence out loud, including reading a word incorrectly, and asks students to identify whether or not what was read made sense. The materials include a Foundational Skills Scope and Sequence that provides the print concepts, phonics, phonological awareness, high-frequency words, fluency, spelling, and handwriting to be taught each week, for 36 weeks. The assessments include 10 to 15 items, including both multiple-choice and constructed-response items. 27-31 2/19 - off Monday (PD) Lesson 23 pp. Assessment opportunities are included to assess student understanding of phonetic knowledge and reading fluency. HMHs Connected Teaching and Learning integrates assessment, core instruction, supplemental practice, intervention, and professional learning all on one platform. The materials contain a Grammar Minilesson table of contents, which lays out the grammar mini-lessons for the entire year. 32-36 2/25 Lesson 24 pp. The Reading Log includes the following components: The Professional Learning Guide provides a Manageable Milestones checklist and a one-page synopsis of Teaching and Planning Independent Reading, so teachers can incorporate additional teaching methods into their practice. Academically accepted and professionally written curriculum with a proven track record that covers necessary skills. Houghton Mifflin Lesson Plans. Does that sound right? while they are reading and to go back and reread the text correctly if they make an error. After listening to peers, the class is provided time to pose questions to the presenter. What would happen if you planted an acorn?. Have children blend and read the new word, clapping once for each syllable. The materials also include Benchmark Assessments for each reading level. Then use Letter Cards to add the prefix pre- to build pregame. This is a bundle for the activities for Module 2 of HMH Into Reading that has pre-loaded for you into SEESAW and Google Slides. Find Sources to Answer Questions (Primary and Secondary). I agree with. Each page starts with text written in English, followed by the Spanish translation. The publisher submitted the technology, cost, and professional learning support worksheets. Did I use the correct strokes to connect my letters? Examples of literary texts include but are not limited to: Mango, Abuela, and Me by Meg Medina (realistic fiction) Read for Fluency: Children use the Partner Reading routine to practice the weeks fluency skill, accuracy and self-correction, or another area of need. The back of the card includes various instructional strategies such as Use a Prop, Act It Out, and Use the Image to further support word meaning. Students engage in a variety of Literacy Centers, independent reading, and guided-reading tasks. What do you think the story will be about? The Intervention Assessments Guide within the program spans across all grade levels, so that teachers can access below-level materials, if needed, to determine students instructional needs; the guide also gives teachers directions on how each type of assessment is used. Materials include appropriate practice for students to write legibly in cursive. Decodable texts will be the star of small-group rotations! Students use Writers Notebook 1.3 to help determine their topic. Oh, My! Multiple-meaning words with pictures. In Module 3, students learn to recognize the central idea and supporting evidence in the text Meet Me Halfway. Educator and UCLA Doctoral Student, HMH Into Reading: Implementation Research Study Results 20192020. Students at the Intermediate level compare and contrast Jack and the giant using the following sentence frames: Jack and the giant are similar because. Finally, the teacher materials explain that handwriting can be assessed by reviewing student writing samples, looking for appropriate letter formation, continuous strokes, and correct spacing. In Module 5, students listen to the text Seed by Seed. 2020. Guidance for writing is provided for the teacher: In Module 8, students learn about procedural text. Technology, Cost, and Professional Learning Support, See Quality Review Evidence for this Indicator. The design includes scaffolds for students to demonstrate the integration of literacy skills that spiral over the school year. Students at the Beginning level point to each step in the recipe as the teacher reads it aloud. The materials provide students opportunities to dictate or write informational texts, including procedural texts and reports about a topic. The materials provide a variety of texts that are well-crafted and represent the quality of content, language, and writing that is produced by experts in various disciplines, including authors such as Amy Krouse Rosenthal, Jon Katz, and Meg Medina. Materials provide an overarching year-long plan for teachers to engage students in multiple grouping structures; plans are comprehensive and attend to differentiation to support students via many learning opportunities. When the author chooses the words, Shes as busy as a bee instead of the literal language She is busy, the teacher asks the following questions: What is she being compared to? | Grade 2 Students self-select a book to read independently. Annotate the Text: Children practice a strategy and use sticky notes to record questions or what they are thinking as they read. Beginning: Read each power word. The Benchmark Assessment Guide determines each students independent and instructional reading level by having the student read a specific book on each level. Attached are all the reading AND writing workshop lesson plans for Module 1 - HMH Into Reading - Grade 1You will find 30 lesson plans: (module 1 is 3 weeks! Grades K6, with our literacy programs in Spanish and English. The Guidelines also provide criteria for determining student mastery based on the students grade level and score on each section of the inventory. As narrative nonfiction is introduced, students review previously taught comprehension skills and strategies. Welcome to the HMH math activities hub where you can find engaging math lessons the activities for every grade level. Is there a phrase that doesnt seem to make sense? Kindergarten Activities Reading Math Science All Activities Grades 1-2 Activities Reading Math Science All Activities Grades 3-5 Activities Reading Math Students at the Intermediate level say Power Words with one syllable (rare, earned), then two syllables (relay, honored, success, advice, equal), then three syllables (politics). Whoosh! After reading, students analyze the authors use of figurative language by responding orally to questions: What text on this page is an example of literal language? Students then practice using phrasing with choral reading and partner reading. All rights reserved. Students use this to identify the point of view from which the story is told, and they look for any power words they learned.

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