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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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Vocabulary within the context of text (power words - highlighted in shared reading)

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Vocabulary Instruction and Practice

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Groups based on skills vs. leveled

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Building Background Knowledge

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Vocabulary words introduced and discussed with each whole class story

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Knowledge maps at the beginning of each module to build vocabulary.

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Grammar practice is sequential and cumulative

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Student friendly definitions

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Vocabulary Cards with routines on the back.

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Small group instruction ideas embedded in the resource

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Rigby Library and decodeable texts

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whole group daily reading lesson focusing on vocab, oral language, text comprehension

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There is evidence-based practices in the week preview. I like to add another read aloud that follows the reading skill with a deeper depth of knowledge. There are evidence-based practices in the weekly preview. I would like to add another read-aloud that follows the reading skill with a deeper depth of knowledge.

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Table Top Mini Lessons

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Spiral curriculum encourages students to revisit skills and strategies frequently.

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WIN Groups can be a place to practice small group skills.

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Writing curriculum with HMH is low-quality.

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Differentiated skill small groups, reading passages, vocab, Lexia, phonological awareness, Read to self, respond to our reading, structured literacy rotation, whole group reading, handwriting

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Small group

Fluency

Differentiated small groups

Word work

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Structured Literacy Pathway, uses multi-sensory approach, dictation, phonemic awareness.

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Differentiated based on skill

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Vocabulary cards used before texts have helped engage the kids in the book and listening for the words in the book.

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There is so much for us to be teaching within HMH, adding in the HMH writing and grammar curriculum it becomes a big impossible to do it all.

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Provides grammar that is sequential but also provides the spiraling piece.

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HMH Guided Reading books to build fluency.

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Provides vocabulary cards that provide definition, pictures and sentence use for (some)texts and units

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Oral practice of vocab and making connections across contents.

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Provide texts and decodables

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develop vocabulary all day throughout all lessons

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We find the need to add more dictation practice. We supplement with OG.

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The responses in the my book do not align to the skill being taught.

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Skills align to decodable books for practice.

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Teaches phonological awareness and phonics in a systematically.

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Embed vocabulary throughout the entire day and content area

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We found the HMH spelling lists are not aligned to Structured Literacy skills, so at the end of last year, we reordered the HMH spelling lists to try to match the SL skill being taught. We can also pull the spelling from OG for that week's SL skill. As it exists though - it's not aligned.

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Grammar is great but we have to supplement the writing lessons to include writing sooner - jumping into the writing process: brainstorming, planning, drafting, etc. Also, we are supplementing with common writing graphic organizers and expectations of exemplars.

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Graphic organizers to support the concept being taught in small group

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Evidence-based practices in core resource: Students hear, say, read, and write the word Purposeful Turn and Talk: Structured opportunities for students to share ideas using academic language and complete sentences., Sentence Stems and Frames: Provides support and structures like, “I think _____ because ____” to scaffold language production. Read-Alouds with Rich Dialogue: Use complex texts to model and expand oral vocabulary, syntax, and comprehension.Retelling and Narrative Practice: Students recount stories or events using sequence words and academic vocabulary.

Discourse: Teachers explicitly embed talking routines across contexts and all subject areas throughout the day. Students use academic vocabulary.

Daily routines, explicit instruction, encoding, dictation practice, front loading of vocabulary

Explicit Strategy Instruction: Teach and model comprehension strategies (e.g., questioning, predicting, summarizing) with think-alouds and anchor charts.

Text-Based Discussion: Facilitate structured conversations about text using evidence and key vocabulary.

Scaffolded Complex Text: Use grade-level texts with teacher support to build knowledge, vocabulary, and stamina.

Text Structure Awareness: Teach students to recognize and use text structures (e.g., narrative, compare/contrast, cause/effect).

Purposeful Text Sets: Use a variety of related texts to deepen topic knowledge and develop schema.

Annotate and Plan: Teach students to use a consistent system to mark key elements (e.g., main idea, evidence, etc.) as they read, then apply annotations to tasks (e.g., text-dependent questions, summaries, or discussions).

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we need aligned student exemplars.

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use interactive and diverse methods to engage students in small groups to engage them

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writing does not integrate with reading. missing the mark!

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Add sensory activities

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Individual notebook with vocabulary words, definition, and use in sentences

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Reading a book out loud to students during Mindful Moments to help with transitions and lowering their energy level so they can focus on the next task