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Spelling is embedded into the foundational skills component. Spelling words reinforce the weekly phonics skills. Assess through dictation to determine small group support.

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Decodable text is provided to practice decoding skills.

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Vocabulary is an important part of Reading Workshop every day, but is also a part of Foundational Skills, and really should be a part of every subject (Math, Science, Social Studies, Writing, etc.)

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Vocab cards, My Book word web, interactive Vocabulary practice, Words highlighted in text

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Writing is a stand alone guide in HMH

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In our vocabulary instruction, in and out of context.

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Small group lesson is a seperate page imbedded in the HMH daily reading lesson, though we often supplement based on student data

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Vocabulary is intentional and a non-negotiable embedded within the curriculum

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The use and understanding of spiraling. As the skills get introduced, we have a chance to come back to it, over and over. Seems to help it "stick."

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Connect skills work, vocabulary, and text structure that has been learned to writing unit.

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Comprehension Skill embedded in the daily whole group reading lesson, small group opportunities to practice and differentiate, Know it Show it Answers,

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Text comprehension

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Rigby Readers

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Vocab Cards, Get Curious Videos, and Stories

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end of lesson discussion questions

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Explicit vocabulary instruction - embedded in the curriculum

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Whole group comprehension lesson.

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Turn and talks throughout the whole group comprehension lesson. Pairings should be purposeful for students to enhance learning.

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Vocabulary words embedded in the curriculum.

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Interactive critical and/or generative vocabulary

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Front loading the vocab, within the text (highlighted), and in written responses from students.

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In vocab portion of HMH, there is vocab already chosen for the stories as well as generative vocab. HMH uses a research-based method to explicitly teach these words.

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Specific sound-spelling pattern lessons. Followed by a variety of activities for practice. (word sorts, graphic organizers, fluency passages, etc.)

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Vocab connects to shared reading and all pieces of HMH.

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Spiraled text focus guides instruction and the focus of what students look for in the HMH texts.

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Spelling patterns and word parts are seen in lesson, with practice opportunities, and within shared reading texts. Can also be found in Rigby Leveled Readers.

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There is a read and respond portion to the resource. The students read the passage and respond to the question using whatever strategy the school has to break apart what the question is asking. The questions are by day and usually are an extension of larger passage you are reading.

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Small groups are guided by concepts learned in shared reading, rigby leveled readers, vocabuary, and spelling patterns being practiced.

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Approaching writing and tweaking work to reflect CMAS writing requirements

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Small group instruction based on skills taught in whole group mini lessons.

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Both big idea words and words associated with specific texts.

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There is no teacher modeling for HOW to understand a reading comprehension skill. Beyond the anchor chart visuals and the teacher questions in the TeachingPal (which are great), there is no guidance for teachers to "think aloud" or respond when students hear the lesson but still do not understand how to apply the skill.

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HMH writing workshop lessons do not have direct guidance for teacher modeling of skills. There are only few skills lessons per unit. This is an area of growth for the HMH materials.

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Teaching morphology: prefixes and suffixes and how we can use these for spelling patterns as well as determining meaning of related words.

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The foundational skills lessons do not follow a scope and sequence aligned to the science of reading. It doesn't make sense in 3rd grade to start with long vowel patterns but then go back and teach short vowel sounds later.

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Skill based groups that are fluid and based on formative data presented in assessments

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Use of collaborative discussion questions.

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The decodable passages paired with Rigby readers and the Learning objectives of shared reading can be combined for maximizing instruction

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I find that oral language is not as easy to build with the discussion prompts for kids who need the extra instruction.

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There are vocabulary terms for each text, but there are too many. They have visuals and examples but not non-examples.

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Writing needs to look more evidenced-based with shared writing and explicit expectations in each grade level

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HMH Foundational Skills are not research-based