Annotate the Text: Children practice a strategy and use sticky notes to record questions or what they are thinking as they read. The materials also include an extensive leveled library for teachers to use while pulling students for guided reading instruction. Students notice the similarities and differences between the letters Mm and Nn before practicing using the Write and Reveal routine and printables Cursive Mm and Nn. During Literacy Centers, students use the Spelling and Handwriting Printable to choose their activity. Students also read the Start Right Reader What Sue Found. In nonfiction texts, students focus on the Contrasts and Contradictions the author presents in the text to ask themselves What does this make me wonder about? During the shared reading, students are questioned, Does this text give facts or tell a story? It has a vowel consonant e spelling. Finally, students sort the words into six columns (words with different blends). The teacher displays the writing prompt Write a how-to book about how to make a new friend. Students brainstorm ideas in their journals about this topic. Students write to respond to the prompt Write about the weather and you. Students write to respond to the prompt Write about ways you have helped make the world a better place. Once students have identified their topic, they work to provide details that will convey their thoughts and feelings in their narrative by answering the guiding questions in Writers Notebook 1.6: Module 2 begins by focusing on informational text. Write a note to a friend. Materials provide a chart that aligns the type of small group with the data that could inform placement and resources that would be used during the instruction. Students at the Intermediate level use the following sentence frames: The first word I say when I see someone is. The William Hoy Story: How A Deaf Baseball Player Changed the Game by Nancy Churin is an informational text in which the storyline, vivid pictures, and rich language of the time period give readers a glimpse into the life of William Hoy while teaching them the valuable lesson that everyone has something to give. 2. In the Teaching and Planning section, the Vocabulary Instruction chart outlines various opportunities for students to learn words that span all modules in the program: In Module 1, in the Academic Vocabulary: Introduce Oral Language resource, teachers are directed to use a gradual release model of I Do, We Do, You Do as they teach new vocabulary words. Using the Turn and Talk routine, with a partner, students discuss the questions they had before, during, and after reading; each partner explains how these questions helped him or her understand the story. The materials include a Benchmark Assessment Guide for use at each guided reading level to assess students progress. What do you think the story will be about? I want to learn about, and I willso I can. Teachers are reminded to periodically revisit these goals. Total 100% (46 out of 46 points) 80% Recommended. 2nd Grade. Write the words without vowels. The included illustration and text box relate to the information in the text, do not distract from the story, and would enable students to more easily follow along and make sense of the narrative. In Module 7, during the shared-reading lesson, students synthesize information using an Anchor Chart to [identify] important details and [ask] themselves What does it all mean to me? After reading texts such as Miss Moore Thought Otherwise and I Am Helen Keller, students write an autobiography by generating ideas of events in their own lives to write about. To get started with HMH Into Reading, teachers choose their pace, their topics, and the best live online sessions to fit their schedules. 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. The materials include annotations and support for engaging students in the materials, as well as annotations and ancillary materials that provide support for student learning and assistance for teachers. Underline the word. Teachers revisit the list of research questions students generated in Week 1 and discuss which questions they were able to answer. 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. Saves time!Saves time!Easy to use and follow! To clarify the goals of the project, teachers are instructed: Tell children that they will be assigned a different type of environment, such as a desert or a rainforest. Google Sheets. Finally, students independently re-read aloud Queen or If The Shoes Fits multiple times to increase their reading rate. 2020. Students use Anchor Chart 44: Recount an Experience to learn the following strategies for telling their story well: During collaborative discussions in Module 6, the teacher reminds students to listen actively and ask clarifying questions before they respond. Finally, students sort the words into two columns (words with or and ore). Students begin the school year looking at what makes a sentence; they use subjects and predicates and write different types of sentences in Topic 1. In Module 5, students listen to the text Whats Good to Read? It is an important job because. This includes opportunities for the practice and application of the conventions of academic language when speaking and writing, including punctuation and grammar. Which sentence includes figurative language? For their independent writing, students answer the question How do you know Clark wants to do the right thing? Determine the main idea of a passage. In Module 10, students continue practicing cursive using the process from previous lessons. Implement a summer school curriculum with HMH intervention programs and help students understand the why of learning through real-world scenarios. Students learn that adverbs help writers clarify their thoughts; then, students revise their writing, specifically looking to use adverbs to help make their meaning clear. HMH Into Reading has been rated as Meets Expectations at Gateways 1 (Text Quality), 2 (Building Knowledge), and 3 (Usability) by EdReports. Graphics engage and captivate the readers attention. Grammar practice is provided in isolation, such as in the Writing Workshop Teachers Guide, Module 6: Subject Pronouns. A connection to prior learning is made with the Display and Engage Grammar 2.7.1a projectable, with guidance for the teacher: Remind children that a noun is a word that names a person, place, animal, or thing. As students listen to the read-aloud Clark the Shark, the teacher pauses to think aloud, Whats the life lesson and how might it affect Clark? After the story is read, students answer the questions Why did Clarks friends stop playing with him? Formative and summative assessments are aligned in purpose, intended use, and TEKS emphasis. Students then pose questions to one another; guiding questions are provided by the teacher: Why do Clarks friends stop playing with him? Students evaluate, make inferences, and draw conclusions about the authors purpose, compare and contrast purposes of the authors writing, analyze the authors choices, and study words and language of texts to support student comprehension. The iRead technology provided is an individualized program in which students are matched to phonics skills and practice based on information gathered from the diagnostic included in the program. Tell the events in order so listeners can follow along. Looking for a student and teacher-friendly version of graphic organizers and exit tickets for Into Reading? The Tabletop Minilesson 22.1 flipbook provides additional sentence stems to talk about the text The Growth of a Sunflower during small-group discussions. What happened first, next, last? The materials provide explicit systematic instruction in phonetic knowledge and opportunities for students to practice both in and out of context. Students also work to complete a Readers Response about The Important Book by adding to the book and following the same pattern the author uses. 1. WIll add M7W4, M9W2, M9W3, & M9W4 when I plan for those. Students share information and ideas that focus on the topic being discussed, speaking clearly and at an appropriate pace and using the conventions of language. Students use the following question words to brainstorm ideas about how to add details to their writing: who, when, where, what, how. Students engage in conferencing with the teacher and in peer conferencing; finally, they publish their own work. 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. Providing professional development for teachers, HMHs professional learning courses, coaching, and leadership advisory supports educators every step of the way. The HMH Into Reading curriculum is based on research in the The running records include a fluency scoring guide that provides information to give students feedback on their accuracy, prosody, and rate. In Module 3, students answer the Essential Question How can people work out disagreements? During Week 1, students find key details about conflict. Have children tell whether the word tells how someone feels, what someone does, or what someone can see. 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. Students complete this work by creating illustrations and covers for their work. They leave presents on peoples doorsteps and surprise them. At the end of the story, students write about which celebration from the story they would like to attend and why. A blend of classic and contemporary literature. Assessments and scoring information provide sufficient guidance for interpreting and responding to student performance. Stay on topic. Modules contain consistent framing elements (Essential Questions, Learning Mindset, Build Knowledge and Language, Reading and Vocabulary, English Language Development, Foundational Skills, Inquiry and Research Project, and Writers Workshop) so that standards are organized to connect from week to week. Technology supports and enhances student learning as appropriate, as opposed to distracting from it, and includes appropriate teacher guidance. The Administering and Scoring Guidelines provide the teacher-specific instructions for using the assessment successfully. Anchor Chart 67: Informational Text describes the text features and structures found in informational text. What lesson has the character learned or taught? :)This is a supplement for Into Reading Houghton Mifflin Harcourt for 2nd Grade.Power Words (Academic Vocabulary Words) are included with 5 vocabulary activities. Procedures and protocols in Grade 2 are centered around the workshop model. Resource includes:Lesson PlansGoogle Slides Day 1-15Building Background knowledgeVocabulary activities & visualsClose Reading suggestionsTurn and TalkWritten ResponsesCheck out my winter resources:K-2 Animals in Winter3-5 Imaginative Storytelling with the Arts2-3 Ten Ways to Hear SnowFollow me on Social MediaPinterestFacebookThe Other Side of the Reading Rope BlogTTT, This resource includes a Student Notebook with all the resources from Into Reading's Comprehension and Vocabulary in one place. Build confident readers and writers with HMH Into Reading. To connect with parents, the materials provide a Family Letter that outlines topics for the module and suggests that parents ask questions after reading that relate to habitats. List the important events in their lives so far, such as birthdays, places of birth, and at least three memorable events they have experienced. Each text has a Lexile Level correlated to it, which is noted either in the description of the book or on the back cover of the book. Choose a word to find out more about it. These words are among the most frequently used words in the English language. This Mentor Sentence product is designed to align with 2nd Grade HMH Into Reading Module 1 Week 2 The Great Puppy Invasion. These activities are also great in class activities for an interactive white board as there are many activities with movable digital pieces. The materials include appropriate use of white space and design that supports and does not distract from student learning. Explain why or why not. Using these prompts, students discuss with a partner and share their answers with the class. Third-grade teacher Alexandra Gray shares how our Into Reading program puts a range of resources at her fingertips, saving her time and helping her engage all learners. Finally, students use a checklist to edit their drafts. Provide frames like these: A vegetable that people grow is. In the Tabletop Minilessons: Reading Lesson 25, the teacher reminds students that authors of informational texts organize the information in a way that fits the topic and their purpose for writing. Each month we bring you videos, articles, and current events designed to build cultural awareness, media literacy, and a deeper understanding of significant historical figures and events. Screening Assessments include Word Identification and Oral Reading Fluency. Progress-Monitoring Assessments are used to monitor the progress of students who are receiving intervention instruction. The materials coach students to read with accuracy and self-correct when necessary: If a word is hard to say, add a note next to it showing how to pronounce it. Students are questioned, What is happening in the beginning of the story? Picture scaffolds are used to help students identify the answer. As we know administration always wants to be handed a paper lesson plan, so I hope this helps!!! The quality review is the result of extensive evidence gathering and analysis by Texas educators of how well instructional materials satisfy the criteria for quality in the subject-specific rubric. After creating the first draft, students learn to incorporate sensory details into poetry. They use the question How can being a good citizen make a difference to others? as a guide, in order to ask relevant questions to clarify information. Module 1 begins by introducing students to story elements: the beginning, middle, and end of a narrative story, characters, setting, problem, and solution. In addition, the Intervention Assessments are designed to inform instruction. Weekly Assessments, which are optional, measure students understanding of reading, writing, and foundational skills taught. Teachers are supported with guidance and direction on responding to individual students literacy needs, based on assessments appropriate to the grade level. In Module 1, students review nouns and edit a writing draft using nouns for people, places, animals, and things. We can help teachers develop an intervention curriculum that meets students' needs. The materials include year-long plans and supports for teachers to identify the needs of students and provide differentiated instruction to meet the needs of a range of learners to ensure grade-level success. This resource includesGoogle Slidesand a student notebook with all the resources from Into Reading's Comprehension and Vocabulary in one place. Share: Students share their findings with the class, and time is given to the audience to ask questions regarding information shared. HMH Into Reading RIGBY Grade 3 Leveled Readers 15 Books *Level O* Lot 3rd. Pre-made digital activities. Academically accepted and professionally written curriculum with a proven track record that covers necessary skills. Students at the Intermediate level use the following sentence frames: Thats interesting. Each module includes a Module Inventory with a Module Inventory Standards Correlation chart, which displays how the TEKS are addressed in the materials. The meaning then becomes in a kind way. I did not read too quickly or too slowly; I read with feeling to show more about my character. Students choose between a happy face, straight face, and sad face to rate their fluency. This section includes levels of instruction to be provided as the teacher sees as appropriate for the student; levels in which scaffolded questions and tasks are provided are classified as Almost There and Ready for More. The materials also include the iRead program in which students are matched to lacking skills based on the diagnostic assessment information within the program. Teachers remind students to read through all of their research notes to decide as a group which information and illustrations are the best to include in the book. In Module 1, students receive explicit instruction in accuracy and self-correction. Sentence stems used for discussions include: [insert name]'s job is. Why is it the best? In subsequent modules, this continues to be a learning pattern in Literacy Centers, and the same self-evaluation questions are included.