Into Reading Quick Start Guide

INTO READING REMOTE LEARNING QUICK START © Houghton Mifflin Harcourt Publishing Company

ONLINE

Ed: Your Friend in Learning

Ed is an online learning system designed to personalize teaching
and learning, and simplify instructional practice.

Discover Page

When you first log into Ed, you’ll see the Discover page. Here you can access
modules, lessons, and resources, as well as online instructional guides.

TRY THIS

Begin to explore the
Discover page by
trying each of the
actions shown here.

1. Manage class settings and access Help. Click the drop-down menu next
to your name.

2. Find more instructional tools. Click Create to create collections of
resources and assignments; Assignments to view and manage assignments;
Data & Reports to view student performance data; and Groups to group
students.

3. View program resources. Choose the program you want to access such as
Into Reading or ¡Arriba la Lectura!.

4. View resources grouped by standards. Click Standards to see resources
specific to your needs.

5. Search for resources. Enter keywords to search for a resource.
6. View available modules. Scroll and click any module to reveal content

organized by lesson or to launch the Digital Teacher’s Guide or myBook.
7. Access resources. Click Resources to find tools to support instruction

and differentiation, including Professional Learning and Instructional Tools.
8. View all resources. Click Show All to reveal additional resources available

to you.

1

INTRODUCING INTO READING

Learn More About Ed

You have two important resources available at your fingertips whenever
you have questions or want to learn more about specific Ed features:
Help and digital Professional Learning.

Ed Teacher Help
Visit Help, using the pull-down arrow near your name, to access a
comprehensive help system, including step-by-step guidance on key
topics and video tutorials.

Tutorial Videos
View targeted tutorial videos about Ed to quickly access the information you
need when you need it. Use the search feature in Ed to locate the videos.

REFLECT

Jot down notes or questions as you explore Ed either independently or during the
Getting Started course.
IntroducingTRY THIS
Into Reading
Visit Ed: Your Friend
© Houghton Mifflin Harcourt Publishing Company in Learning Teacher
Help and explore
one of the following
topics to get started:

O Ed: Your Friend in
Learning Basics

O Rosters

O Discover

https://rebrand.ly/irna01

2

INTRODUCING INTO READING

Introducing Ed for Students

Students have their own version of Ed, where they can access the online
myBook and resources, complete assignments, and monitor their progress.
Students see the Discover page when they first log in. Guide students through
the following steps to explore.

TRY THIS 1. Access Ed Student Help. Click the pull-down arrow next to your name. © Houghton Mifflin Harcourt Publishing Company

Watch the Student 2. Manage Assignments. Click Assignments and Scores to open
Experience to learn assignments and view scores of completed assignments.
more.
3. Choose your program. If you are enrolled in multiple HMH solutions, such
https://rebrand.ly/irna02 as Into Reading and ¡Arriba la Lectura!, choose the one you want to access.

4. Open the digital myBook. Scroll to view available units. Click any module to
launch the digital myBook.

5. Access resources. Click Resources to find additional tools that support
your learning.

6. See all resources. Click Show All to reveal additional resources available.

3

STUDENT EXPERIENCE

Reading: Kindergarten

During their literacy block, kindergarten students engage in
lessons and interact with texts that build their skills. The following
pages feature students’ experience in Module 5, Lesson 1.

Build Knowledge and Language Kindergarten, Module Poster 5

The first lesson in each week begins with Build
Knowledge and Language instruction. Because
Lesson 1 is the first lesson in Module 5, students
engage in an introduction to the module’s topic,
I Can Do It!

Students build background knowledge by
examining the module poster to discuss the
Essential Question and the module quotation:

What does it mean to try hard? © Houghton Mifflin Harcourt Publishing Company

“In this world, we are not perfect.
We can only do our best.”
—Emmanuel Ofosu Yeboah

They use the Vocabulary routine and Vocabulary Vocabulary Cards
Cards to learn new topic words, practice, proud, Get Curious Video
and success, and discuss examples of each.
Students also engage in the Active Viewing routine
to view and discuss the Get Curious Video, Training
Wheels, about a girl who practices riding her bike
until she succeeds. They engage in the Think-Pair-
Share routine to discuss details of the video using
complete sentences.

REFLECT

How do these activities establish equity among your students?

4

STUDENT EXPERIENCE

Reading and Vocabulary

During Reading and Vocabulary instruction, students experience the
read-aloud book, Jabari Jumps. They begin by learning about the author,
illustrator, and genre, which in this case is fiction.

Students then refer to the Anchor Chart, Make and Check Predictions,
as they make their best guesses about what will happen in the story. The
teacher records their predictions so that they can confirm or correct them
as they read the story.

Students listen to Jabari Jumps read aloud as their teacher models fluent
reading. The teacher supports students’ comprehension by providing brief
meanings for unfamiliar words and pointing out pictures that support their
understanding. As they actively listen, students periodically use the Turn
and Talk routine to discuss comprehension questions with a partner.

After reading, students identify the characters, setting, and main event of
the story and use the Knowledge Map to make connections to the module
topic. They then use Think-Pair-Share to discuss a question that connects
Jabari Jumps to the module topic.
Student
Experience

© Houghton Mifflin Harcourt Publishing Company
Display and Engage:
Jabari Jumps Knowledge Map 5

by Gaia Cornwall Anchor Chart:

Make and Check Predictions

REFLECT

How might Anchor Charts support your students’ learning both during the reading
lesson, and across other content areas?

5

STUDENT EXPERIENCE

Foundational Skills

Each lesson for students in kindergarten through Grade 2 includes foundational
skills instruction. Throughout each module, kindergarten students build skills,
such as alphabet knowledge, phonological awareness, phonics, word work,
and high-frequency words. They also have opportunities to apply these skills to
decodable texts.

Students focus on the following foundational skills in Module 5, Lesson 1, with
learning supported by the Into Reading materials shown.

TRY THIS Phonological Awareness: Phonics: Short and Long u
Blend Phonemes Into Words O Identify and match the short vowel
Watch an
Alphafriends Video O Blend spoken phonemes to form sound / / with the letter u.
and think about how one-syllable words.
you might use it to O Pronounce the short and long u
support students’ vowel sounds.
foundational skills.
O Form upper- and lowercase Uu.

REFLECT © Houghton Mifflin Harcourt Publishing Company

How might Into
Reading materials
engage students
during foundational
skills instruction?

Word Work: Short and Long u Words to Know:
High-Frequency Words
O Distinguish between the short and
long u vowel sounds. O Read and spell high-frequency
words.
O Group words by short and long u
vowel sounds.

6

STUDENT EXPERIENCE

Writing Workshop

Kindergarten students participate in Writing Workshop each day.
Throughout the module, they work with a mentor text and engage in
interactive or independent writing. Throughout the module, students
participate in each step of the writing process.

StudentPrintables: Story Map
Experience

© Houghton Mifflin Harcourt Publishing Company
Anchor Chart: Story Writing 1

In Module 5, Lesson 1, students learn about narrative writing by examining
the Anchor Chart for Story Writing and revisiting Jabari Jumps. They then
create a story map, showing the beginning, middle, and end of the story.

In the lessons that follow, students will continue to connect reading and
writing as they engage in interactive writing, using each step of the writing
process to compose a narrative piece as a class. They will then engage
in independent writing to compose their own narrative pieces using each
step of the writing process.

For more information about Writing Workshop in kindergarten, see PLG
pages 54–55.

REFLECT

How do your students benefit by connecting reading to writing?

7

STUDENT EXPERIENCE

Small-Group Instruction

Following instruction in each of the strands, kindergarten students engage in
small-group learning, based on lesson content, students’ learning needs, and
student data provided by Into Reading assessments and reports. The following
describes three small-group experiences that might take place during Module 5,
Lesson 1.

Printable: Elkonin Boxes

Rigby Leveled Readers Tabletop Minilessons: © Houghton Mifflin Harcourt Publishing Company
English Language Development

REFLECT O Guided Reading Students read books from the Rigby Leveled Library. Their
teacher supports their learning using the Take and Teach lessons for each
Explore one resource book to check comprehension, reinforce instruction, and extend learning.
for Small-Group Tabletop Minilessons are available to connect Leveled Readers to specific
Instruction. What skills.
features of this
resource will best O Targeted Skill Practice Students practice blending spoken phonemes to
help you target form one-syllable words. Students who need support with this skill use Elkonin
students’ learning Boxes with tokens for blending practice. Students who are ready, extend their
needs? practice blending phonemes in four- and five-phoneme words.

O Targeted Language Development Students practice asking and answering
questions to identify characters using the word who. To focus on this skill,
students return to Jabari Jumps, the read-aloud book they read earlier.
A Tabletop Minilesson supports the teacher in providing English language
learners with targeted instruction based on whether they need substantial,
moderate, or light language support.

8

STUDENT EXPERIENCE

Independent and Collaborative Work

While the teacher meets with small groups, other students continue to
build skills as they engage in independent and collaborative activities
(shown as Build Independence in the Teacher’s Guide). The following
describes three activities that might take place during Module 5, Lesson 1.

StudentStart Right ReadersKnow It, Show It
Experience

© Houghton Mifflin Harcourt Publishing Company
O Literacy Centers Students engage in literacy centers to practice skills REFLECT
and reinforce the week’s learning. This module’s literacy centers might
include Big Book Reading, where partners take turns using a pointer to Which of these
track text in a familiar Big Book while reading aloud chorally. Literacy activities might
centers might also include a Picture Sort, where they color and cut out your students be
pictures of words and then sort by initial sound. able to engage in
independently at the
O Decodable Texts Partners or individual students practice reading Start start of the year?
Right Readers—fiction and nonfiction decodable texts that help students
connect to the week’s topics or storylines as they apply foundational
skills in context. This lesson’s texts include The Wig and Jobs, Jobs, Jobs
from Book 4.

O Skills Practice Students independently complete Know It, Show It
pages focusing on writing upper- and lowercase Uu, and on reading and
writing Words to Know, but, look, up, and want.

9

STUDENT EXPERIENCE

Reading: Grade 2

During their literacy block, Grade 2 students engage in lessons and
interact with texts that build strong literacy skills. The following
pages feature the Grade 2 experience in Module 2, Lesson 1.

Build Knowledge and Language

The first lesson of each module begins with Build Knowledge and Language
instruction. During this lesson, students engage in an introduction to the
module’s topic, Look Around and Explore!

Display and Engage: myBook, Grade 2 © Houghton Mifflin Harcourt Publishing Company
Knowledge Map 2.1

REFLECT Students begin by accessing their prior knowledge on the topic. They examine
a Knowledge Map featuring some of the things they can expect to read about
How do these connected to this topic throughout the module. Students brainstorm word
activities establish associations for discovering our world as they create a web.
equity among your
students? Students then build background on the module topic using module opener
pages in their myBook. Students discuss the module quotation and Essential
Question:

“Isn’t it splendid to think of all the How does exploring help
things there are to find out about?” us understand the world

—L.M. Montgomery around us?

The teacher drives students’ discussion using prompts in the Teaching Pal as
students follow along in their myBook.

Students use the Active Viewing routine to view and discuss the Get Curious
Video, Animal Hunt. They use the Vocabulary routine with Vocabulary Cards to
learn about the module’s Big Idea Words, examine, identify, and record. They
begin their Vocabulary Network in their myBook, which they will add to as they
develop understanding throughout the module.

10

STUDENT EXPERIENCE

Foundational Skills

Each lesson for students in kindergarten through Grade 2 includes
foundational skills instruction. Throughout each module, Grade 2 students
build skills in phonological awareness, phonics, fluency, and spelling. They
also have opportunities to apply these skills to decodable texts.

Students focus on the following foundational skills in Module 2, Lesson 1,
with learning supported by the Into Reading materials shown.

Word Work: High-Frequency Phonological Awareness:
Words Segment and Count Phonemes
O Segment and count phonemes
O Identify and read high-frequency
words in spoken one-syllable words

O Language: Recognize, Page 10
recite, and write basic sight
vocabulary
Student
Experience

© Houghton Mifflin Harcourt Publishing Company
Phonics: Long o, e, u Spelling: Long o, u (VCe) REFLECT
(CV, VCe) O Spell words with long o and u,
How do Into Reading
O Learn the CV and VCe patterns with VCe syllables. materials engage
for the long vowels o, e, and u. students during
O Language: Identify relationships foundational skills
O Language: Identify patterns between sounds and letters. instruction?
in words, using the terms
consonant, long vowel, and O Develop handwriting.
silent e.

O Blend and decode regularly
spelled one-syllable words with
CV and VCe patterns for o, e,
and u.

O Use knowledge
of syllable
patterns to
decode longer
words.

11

STUDENT EXPERIENCE © Houghton Mifflin Harcourt Publishing Company

Vocabulary

After the first lesson of a module, Grade 2 students engage in Vocabulary
instruction in place of Build Knowledge and Language instruction for the
remaining lessons of the module. This Vocabulary instruction takes place after
Foundational Skills instruction.
During Vocabulary instruction, students engage in academic discussion,
construct meaning from texts, and put their own ideas into writing to build the
language skills they need to communicate effectively.
Students focus on all aspects of vocabulary instruction, both in and out of the
context of reading. Students learn:
O Power Words that are drawn from the literature through a consistent, routine

approach for acquiring new words
O Generative Vocabulary, including one or more of the week’s Power Words

that serve as a springboard to learning other words with a morphological or
semantic relationship
O Vocabulary Strategies that provide a growing list of tools to unlock
meaning when encountering unknown words in reading

Vocabulary Cards, Grade 2

REFLECT

How will learning about Generative Vocabulary support students as they encounter new
vocabulary in other content areas?

12

STUDENT EXPERIENCE

Reading Workshop

Grade 2 students then engage in Reading Workshop, consisting of
a Shared Reading Minilesson, Small-Group Instruction, Independent
and Collaborative Work, and a Wrap-Up.

Shared Reading Minilesson
Each lesson for students in Grade 2 includes a whole-group minilesson
when the teacher introduces students to skills using an Anchor Chart and
shared reading of a common text, What’s the Matter?

Anchor Chart 12:
Author’s Purpose

StudentREFLECT
Experience
How might Anchor
© Houghton Mifflin Harcourt Publishing Company Charts support your
students’ learning
both during the
Shared Reading
Minilesson, and
across other content
areas?

myBook, Grade 2

Next, students apply this understanding to the text, What’s the Matter?,
in their myBooks. Before they begin reading, the teacher provides context
by providing them with background about informational texts. The teacher
also provides students with a purpose for reading: I will read to learn about
matter and look for clues that help me understand the author’s purpose for
writing the text.

Students engage in shared reading, with the teacher deepening their
understanding and checking for understanding using prompts in the
Teaching Pal. After reading, students refer back to the Anchor Chart to
discuss what they did to understand the author’s purpose for writing.

Last, students strengthen their speaking and listening skills as they use the
Think-Pair-Share routine with a partner to connect the text to the module’s
essential question, How does exploring help us understand the world
around us?

13

STUDENT EXPERIENCE

Small-Group Instruction
Following the shared reading minilesson, Grade 2 students engage in small-
group learning. The teacher plans instruction for each small group based on
lesson content, students’ learning needs, and student data provided by Into
Reading assessments and reports. The following describes four small-group
experiences that might take place during Module 2, Lesson 1.

Rigby Leveled Readers English Language Development © Houghton Mifflin Harcourt Publishing Company

REFLECT O Guided Reading Students read books from the Rigby Leveled Library
based on their reading levels, skills instruction needed, topic, or genre.
Explore one Their teacher uses the Take and Teach lessons for each book to check
resource for Small comprehension, reinforce instruction, and extend learning.
Group Instruction.
What features of O Foundational Skills Students read Start Right Readers—decodable texts
this resource will that allow them to apply skills and strategies they learned during whole-group
best help you target instruction to connected texts.
students’ learning
needs? O English Learner Support Students build language skills as they classify
matter according to solid, liquid, or gas. To focus on this skill, students focus
on What’s the Matter?, the text they read earlier. A Tabletop Minilesson
supports the teacher in providing targeted instruction based on multiple
proficiency levels.

O Reinforce Author’s Purpose Students continue to learn about skills taught
during the shared reading minilesson as they complete a graphic organizer
with What’s the Matter? to identify the author’s purpose for writing. A Tabletop
Minilesson supports the teacher in providing students with targeted instruction.

14

STUDENT EXPERIENCE

Independent and Collaborative Work
While the teacher meets with small groups, other students continue to
build skills as they engage in independent and collaborative activities. The
following describes four activities that might take place during Module 2,
Lesson 1.

StudentiReadStudent Choice Library
Experience

© Houghton Mifflin Harcourt Publishing Company
O Literacy Centers Students engage in literacy centers to practice skills REFLECT
and reinforce the week’s learning. This week’s literacy centers might
include Word Work where students find magazine pictures or draw Which of these
pictures that remind them of the week’s high-frequency words, and write activities might
a caption or label containing the word to go with the pictures. Students your students be
might also engage in phonics practice using iRead at the Digital Station. able to engage in
independently at the
O Independent Reading Students read self-selected books from the start of the year?
Student Choice Library or just-right books from the Rigby Leveled
Library. They then complete a graphic organizer for one of their books to
identify the author’s purpose for writing.

O Decodable Texts Partners or individual students practice reading Start
Right Readers—fiction and nonfiction decodable texts that allow students
to apply foundational skills in context. This lesson’s text is The Lone Cat
from Book 1.

O Additional Skills Practice Students complete Know It, Show It pages
that reinforce high-frequency words and spelling skills focused on words
with the long o and u sounds.

15

STUDENT EXPERIENCE

Reading: Grade 4

During their literacy block, Grade 4 students engage in lessons and
interact with texts that build strong literacy skills. The following
pages feature the Grade 4 experience in Module 10, Lesson 1.

Build Knowledge and Language

The first lesson of each module begins with Build Knowledge and Language
instruction. During this lesson, students engage in an introduction to the module’s
topic, Communication Nation.

myBook, Grade 4 Vocabulary Cards © Houghton Mifflin Harcourt Publishing Company

REFLECT Display and Engage:
Knowledge Map 10.1
How do these
activities establish Students begin by accessing their prior knowledge and building background on
equity among your the module topic using module opener pages in their myBook. The teacher guides
students? discussion using prompts from the Teaching Pal.

Students then build their background on the module topic using module opener
pages in their myBook. Students discuss the module quotation and Essential
Question:

“Write to be understood, speak to be What forms can
heard, read to grow.” communication take?

—Lawrence Clark Powell

Students use the Vocabulary routine with Vocabulary Cards to learn about the
module’s Big Idea Words, broadcast, publication, blog, and correspond. They
begin their Vocabulary Network in their myBooks, which they will add to as they
develop understanding throughout the module

Students begin to build knowledge on the topic by starting a Knowledge Map,
either in their books or on paper, about the topic of communication. Students
build the map by adding topic information gained each week throughout the
module.

16

StudentSTUDENT EXPERIENCE
Experience
Vocabulary
© Houghton Mifflin Harcourt Publishing Company
Each week, students are introduced to the Critical Vocabulary words
from the selections they will read. This academic vocabulary instruction
delivered through the Vocabulary routine gives students practice and
application with the words before they encounter them in the text.
Generative Vocabulary instruction provides students with the tools they
need to make critical morphological and semantic connections among
words, enabling them to build vocabulary networks from words they
already know or are learning. Students learn vocabulary strategies and
structural analysis skills that support their independent word acquisition.
They then apply these skills and strategies to their own speaking and
writing as they actively build their vocabulary knowledge.

Display and Engage:
Critical Vocabulary 10.2

Vocabulary Cards
REFLECT

How will learning about Generative Vocabulary support students as they encounter
new vocabulary in other content areas?

17

STUDENT EXPERIENCE

Reading Workshop

Grade 4 students then engage in Reading Workshop, consisting of a Shared
Reading Minilesson, Small-Group Instruction, Independent and Collaborative
Work, and a Wrap-Up.

Shared Reading Minilesson
The Reading Workshop lessons in Grade 4 include a whole-group minilesson in
which teachers introduce each skill using an engaging and informative Anchor
Chart. Students then apply their knowledge of the skill to a shared text.

Anchor Chart 20:
Text and Graphic Features

REFLECT myBook, Grade 4 © Houghton Mifflin Harcourt Publishing Company

How might Anchor In Module 10, Lesson 1, students begin by examining Anchor Chart 20: Text
Charts support your and Graphic Features. They learn how graphic features provide the reader with
students’ learning information related to important ideas in the text to support understanding. They
both during the learn specifically about timelines and how they help the reader understand the
reading lesson, and order of events in a text.
across other content
areas? Next, students apply this understanding to the text, How Technology Has
Changed Communication, in their myBooks. Before they begin reading, the
teacher provides context by providing background about informational texts.
To help students set a purpose for reading, the teacher may provide this model
prompt: I will read to learn how technology has changed communication.

Students engage in shared reading, with the teacher deepening their
understanding and checking for understanding using prompts in the Teaching
Pal. Students refer back to the Anchor Chart as needed to identify and discuss
text and graphic features.

Last, students strengthen their speaking and listening skills as they use the
Think-Pair-Share routine with a partner to connect the text to the module’s
essential question, What forms can communication take?

18

STUDENT EXPERIENCE

Small-Group Instruction
Following the shared reading minilesson, Grade 4 students engage
in small-group learning. The teacher plans instruction for each small
group based on lesson content, students’ learning needs, and student
data provided by Into Reading assessments and reports. The following
describes three small-group experiences that might take place during
Module 10, Lesson 1.

Reading Graphic
Organizer

Student
Experience

© Houghton Mifflin Harcourt Publishing Company
Rigby Leveled Reader Tabletop Minilessons: REFLECT
English Language Development
Explore one resource
O Guided Reading Students read books from the Rigby Leveled Library for Small-Group
based on their reading levels, skills instruction needed, topic, or genre. Instruction. What
Their teacher supports their learning using the Take and Teach lessons features of this re-
for each book to check comprehension, reinforce instruction, and source will best help
extend learning. you target students’
learning needs?
O English Learner Support Students build language skills as they
discuss the timeline in the text they read earlier, How Technology Has
Changed Communication. Tabletop Minilessons support teachers
by providing targeted instruction based on whether students need
substantial, moderate, or light language support.

O Reinforce Text and Graphic Features Students continue to learn
about skills taught during the shared reading minilesson as they
complete a graphic organizer to identify text and graphic features in
How Technology Has Changed Communication. A Tabletop Minilesson
supports the teacher in providing students with targeted instruction.

19

STUDENT EXPERIENCE

Independent and Collaborative Work
While the teacher meets with small groups, other students continue to build
skills at they engage in independent and collaborative activities. The following
describes three activities that might take place during Module 10, Lesson 1.

Readers’ Theater 10 Student Choice Library Know It, Show It © Houghton Mifflin Harcourt Publishing Company

REFLECT O Literacy Centers Students engage in literacy centers to practice skills
and reinforce the week’s learning. This week’s literacy centers might include
Which of these a Readers’ Theater activity using the printable for the script, Message
activities might (Not Received). Students might also practice keyboarding skills using the
your students be Keyboarding printables at the Digital Station.
able to engage in
independently at the O Independent Reading Students read self-selected books from the Student
start of the year? Choice Library or just-right books from the Rigby Leveled Library. They then
complete a graphic organizer to identify the text and graphic features in one
of their books.

O Additional Skills Practice Students complete a Know It, Show It page
focused on segmenting multisyllabic words, applying what they learned in the
Decoding lesson.

20

STUDENT EXPERIENCE

Foundational Skills

Students in Grades 3–6 receive two whole-group Foundational Skills
lessons per week, on days 1 and 3. The first lesson includes Decoding,
Spelling, and Fluency; the second lesson focuses on Decoding. Module
10, Lesson 1 includes Foundational Skills instruction, with students
focusing on the following skills.

Decoding: Multisyllabic Words
O Use knowledge of syllabication patterns

to decode multisyllabic words.
O Language: Decode multisyllabic words

by following steps.

Student
Experience

© Houghton Mifflin Harcourt Publishing Company
Display and Engage: Decoding 10.1 REFLECT

Spelling: Three Syllable Words How might Into
O Spell words that have three syllables. Reading materials
O Language: Use cognates to help spell words. engage students
during foundational
skills instruction?

Spelling Word Cards 10.1

Fluency: Intonation
O Read grade-level text aloud with fluency and

proper intonation.
O Apply decoding skills when reading

connected text.
O Language: Comprehend texts using teacher

support.

Printable: Fluency 10.1

Communication

Students in Grades 3–6 engage in Communication lessons and activities
on days 2, 4, and 5 each week. Lessons and activities include: Listening
Comprehension sessions, lessons on Speaking and Listening, Research,
and Media Literacy lessons, as well as Project Work.

21

STUDENT EXPERIENCE

Writing: Kindergarten © Houghton Mifflin Harcourt Publishing Company

Throughout each module, kindergarten students focus on a
specific genre of writing. They build emerging writing skills as
they engage in each step of the writing process through both
interactive and independent writing.

Analyzing a Mentor Text

During the whole-group lesson at the start of a module,
students explore features of the genre of writing they
will focus on throughout the module, using either an
Into Reading Anchor Chart found on Ed, or an Anchor
Chart created by the class. Students then reread a Read
Aloud Book or Big Book to connect it to their writing.
They continue to refer to the Anchor Chart, as well as
supporting pages in the Writer’s Notebook to examine
the mentor text as they build their understanding.

Engaging in Interactive Writing Anchor Chart, Story Writing 1

Students then examine examples of aspirational Display and Engage,
model writing that shows features of the genre Narrative Writing Model 5.1
in action. As readers, students see the effects
of grammar, word choice, and concepts of print
that make a particular piece of writing effective.

As a next step, students engage in interactive
writing with their class to create a new piece of
writing in this genre. To do this, they refer to the
Anchor Chart and they discuss what they know
about the pieces of writing they have examined
so far. They follow each step of the writing
process as a class.

22

STUDENT EXPERIENCE

Independent Writing

Once students have engaged in interactive writing to create a piece in a
particular genre, they follow each step of the writing process to create
their own piece of writing. Throughout the process, students are guided by
corresponding Writer’s Notebook pages that provide scaffolding to support
their writing. The following is an overview of the steps students will take to
write narrative in Module 5.

O Prewriting Students refer to the anchor chart and model writing to plan
their narrative writing. They brainstorm ideas, and then use the Plan Your
Story page in the Writer’s Notebook to continue planning. A few students
share their ideas with the class.

Students then organize their narratives using the Story Map page in the
Writer’s Notebook. A few students share their story maps while the class
uses the Give Me Five! routine to listen respectfully.

O Drafting Students draft their narratives using their completed story
maps. They use three sheets of paper: one for the Beginning, one for the
Middle, and one for the End. Students Partner Up to share their drafts.

O Revising and Editing Students use the Peer Feedback routine, using
sentence frames to provide feedback to a partner about their work. They
then revise their own work using the peer feedback, and the Editing
Checklist in the Writer’s Notebook. A few students share their revised and
edited drafts with the class.

O Publishing and Sharing Students create covers that both excite
readers and tell something about what their narrative is about. They write
their final drafts, and then use the Share Chair to present their stories to
the class.

O Conferring A few students meet with their teacher each day during
independent writing time to talk about their writing, hear from their
teacher as a reader of their work, and receive personalized coaching on a
writing principle.

Building Grammar Skills

Weeks 1 and 3 in each four-week module include grammar instruction.
Corresponding Writer’s Notebook pages support students’ learning.
When applicable, the class applies the grammar skill to their interactive
writing that week. During independent writing, students are also prompted to
edit their writing for the focus grammar skills.
StudentREFLECT
Experience
With which step of
© Houghton Mifflin Harcourt Publishing Company the writing process
might your students
need the most
support? Why?

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STUDENT EXPERIENCE

Writing: Grades 1–6

Throughout each module, students take ownership of their writing
by examining a focal text and then engaging in each step of the
writing process to create their own piece of a particular genre.

Focal Text, Grade 4: Anchor Chart W5: Elements of © Houghton Mifflin Harcourt Publishing Company
The Museum Book by Jan Mark Informational Text, Grade 4

Introducing the Focal Text

Writing instruction for students in Grades 1 through 6 begins with the study of
a focal text—a piece of authentic trade literature that serves as a mentor text—
a model for the development of themes, topics, and author’s craft. The twelve
focal texts in each grade also double as the Student Choice Library. The first
four steps of each module are built around the focal text.

1. First, the teacher primes the students for the module’s writing as students
explore the topic and discuss the Focus Statement they will write about in
this module.

2. Next, the teacher primes the text by preparing students to read the focal
text. Students continue to build background knowledge, as well as discuss
the genre of the text, often referring to an Anchor Chart.

3. The teacher then reads the focal text with the students, stopping
throughout to draw students’ attention to aspects of the text, such as genre
features, language, and author’s craft.

4. Last, the teacher reviews the focal text with students, focusing on language
and vocabulary used in the text to aid and inspire student writing.

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STUDENT EXPERIENCE

The Writing Process

Following their introduction to the Focal
Text, students spend the remaining writing
lessons of each module creating their own
piece of writing in that genre. To do this,
students engage in each step of the writing
process.

1. Prewriting Students discuss the Display and Engage: 10.4;
writing prompt, set goals for writing, plan Model Writing, Grade 4
how they will approach their writing, and
consider the content they will include.

2. Drafting Students create a first draft,
guided by an aspirational model and
Anchor Charts. The teacher guides them
in using language and features consistent
with the genre.
Student
Experience

© Houghton Mifflin Harcourt Publishing Company
3. Revising Students revise their own REFLECT
work, focusing on specific writing skills.
Students may also engage in small-group With which step of
conferences to provide feedback and the writing process
revision support on peers’ use of these might your students
skills in their writing. need the most
support? Why?
4. Editing Students refer to editing and Anchor Chart W13:
proofreading checklists to review and edit Editing Checklist, Grade 4
their own work. They also engage in peer
editing to provide feedback to their peers.

5. Publishing Students reflect on the process they used to create their
piece of writing. They review their work, make final revisions, and
prepare a final copy.

6. Sharing Students build speaking and listening skills as they share their
writing and experience the writing of their peers.

7. Conferring Throughout these lessons, a few students meet with their
teacher each day during independent writing time to talk about their
writing, hear from a reader of their work, and receive personalized
coaching on a writing principle or a grammar skill.

Building Grammar Skills

A few lessons in each module include grammar instruction. Corresponding
Grammar Minilessons in the Writing Workshop Teacher’s Guide pages
support students’ learning. Students learn grammar skills within the context
of their writing, often applying skills directly to their independent writing.

25

ASSESSMENT

TRY THIS Exploring Into Reading © Houghton Mifflin Harcourt Publishing Company
Assessments
Renaissance users
watch this video When you administer assessments on Ed, information about your
to learn more about students’ progress is captured and displayed, giving you insight
viewing Star Reading® about proficiency at both the class and student level.
Assessment reports
and instructional HMH Growth Measure
resource recommen-
dations in Ed. HMH Growth Measure is an interim, summative assessment powered by
Reading Inventory®.
https://rebrand.ly/irna04
O Low-stress, adaptive assessment administered online
O Monitors growth and predicts success on state assessments
O Tracks progress over the years
O Provides Lexile® growth score

Guiding Instruction with Formative Assessments

Into Reading provides a variety of formative assessments to help you monitor
student learning as you teach and adjust instruction to meet students’ needs.

Correct & Redirect
Review the Correct & Redirect at the bottom of Foundational Skills lessons to
assess students’ learning of skills during instruction. As you check for student
understanding, note which students experience difficulties and provide targeted
support during small-group instruction.

Grade 2

26

ASSESSMENT TRY THIS

Weekly Assessments, Grades K–6 Watch this video for
information on how
Weekly Assessments consist of 10 to to create and assign
15 multiple-choice, tech-enhanced, assessments in Ed.
and constructed-response items. “Cold
passages” measure student understanding https://rebrand.ly/irna05
of comprehension, writing, and foundational
skills taught during the week’s instruction. Assessment

Grade 2 © Houghton Mifflin Harcourt Publishing Company

Selection Quizzes, Grades 1–6

Administer Selection Quizzes after
students’ first read of a selection to
measure comprehension of the myBook
selection. Use the grouping tool to identify
students’ learning needs and group
students accordingly. These tests consist of
approximately five multiple-choice items and
are aligned to standards.

Grade 2

Leveled Reader Quizzes, Grades 1–6

Leveled Reader Quizzes measure students’
comprehension of each Leveled Reader.
Each Quiz includes multiple-choice
questions.

Grade 2

27

ASSESSMENT

Performance Tasks, Grades 1–6
Students demonstrate their genre and topic knowledge by completing
Performance Tasks based on the Essential Question in each module. Locate
performance-based assessments in the Welcome to the Module section of your
Teacher’s Guide.

Grade 4 © Houghton Mifflin Harcourt Publishing Company

Measuring Progress with the Guided Reading Benchmark
Guided Reading Benchmark Assessment, Level M
Assessment Kit

Use the Guided Reading Benchmark Assessment
Kit to determine a student’s independent and
instructional reading levels. This benchmark
assessment, administered individually throughout
the year, consists of a Reading Accuracy
Check, Comprehension Checks, and a Retelling
Assessment. This assessment is available in print
and as a PDF on Ed. The Comprehension Checks
are also available as online assessments.

There are two Guided Reading Benchmark
Assessment Kits:

O The Primary Kit (K–2) includes Levels A–N,
with 14 leveled readers—one book per level.

O The Intermediate Kit (3–5) includes Levels J–W,
with 14 leveled readers—one book per level.

Each kit includes a Benchmark Evaluation Guide.

28

ASSESSMENT

Exploring Into Reading Assessments

Compare the print and digital versions of each assessment. Note how to access each and
consider the benefits of administering each either in print or digitally.

ASSESSMENT PRINT DIGITAL

HMH Growth
Measure

Weekly
Assessments

Selection Quizzes Assessment

Leveled Reader© Houghton Mifflin Harcourt Publishing Company
Quizzes

Performance-
Based
Assessments

Guided Reading
Benchmark
Assessments

29

ASSESSMENT

Into Reading Reports Overview

Ed provides you with insight on both class- and student-level growth, as well
as recommendations for grouping.

Exploring Reports

The Data & Reports page on Ed enables you to view reports that display student data in a variety
of ways. Take a look at the four reports below to preview the information you will be able to
gather on your class and individual students.

Assessment Report Individual Assessment Report Standards Report © Houghton Mifflin Harcourt Publishing Company

TRY THIS Assessment Report
When you click the Data & Reports tab on Ed, the Assessment Report page
Visit Ed Help to opens by default. The Assessment Report provides a summary of the individual
learn more about and cumulative scores for students assigned to each assessment.
navigating the Data &
Reports page. Individual Assessment Report
From the Assessment Report, you can click an individual assessment to see
https://rebrand.ly/irna06 additional information for that specific assessment. This report displays score
levels for students assigned to the assessment and individual student scores for
the assessment, as well as the time students spent on the assessment and how
they scored on individual test items.

Standards Report
The Standards Report displays students’ average scores for each domain in a
selected standard set. You can also see how individual students are performing
in relation to their classmates.

30

AssessmentASSESSMENT

© Houghton Mifflin Harcourt Publishing CompanyResource Recommendations
for Standards
Analyze the Standards Report to
determine on which standards a
student is excelling or falling behind,
and access recommendations
for resources that support those
standards.
From here, you can view and assign
resources for targeted instruction.

Student Growth Report
The Student Growth Report displays
an individual student’s reading
proficiency, Lexile measure to-date,
and projected Lexile growth by end-
of-year, or projected growth towards
the state assessment. Use this report
to identify students who may be at
risk of not achieving proficiency by the
end of the year.

MY CLASSROOM

Ways I plan to use report data to support teaching and learning include . . .

31

ASSESSMENT © Houghton Mifflin Harcourt Publishing Company
Examining a Report

Assessment Report

32

AssessmentASSESSMENT

© Houghton Mifflin Harcourt Publishing CompanyUse the information below to help you identify the key features of the
Assessments Report to the left.
1. Class List drop-down menu offers a list of all your classes.
2. Reports Tab allows you to toggle between the Assessment Report and

Standards Report.
3. Export CSV Button allows you to export data in assessment reports

as a comma-separated value (CSV) file.
4. Assessment Proficiency displays cumulative scores across all

students for all assigned assessments. Notice the different colors in
this chart: green for the students who scored 80–100 percent, yellow for
students who scored 65–79 percent, red for students who scored 0–64
percent, and gray where there is no data. You can click a score level to
view individual student scores for that level.
5. Assessment Average shows the class average for each assigned
assessment. You can click an assessment to view summary
information. In the summary information box, click See Report to open
the report for the assessment.
6. Assessment Performance displays high-level reporting information
for all students, cumulative assessment scores for individual students,
and single test scores for individual students.
7. Individual Assessment Reports present student performance,
including correct and incorrect responses to test items. Click See
Report to open the report for each individual assessment.
8. Color-Coded Scores indicate students’ cumulative scores and
scores on individual assessments. These scores are color-coded
green, yellow, and red, allowing you to easily scan for an overview of
their respective scores.

MY CLASSROOM

I will use data from the Assessment Report to . . .

33

Getting Started Support

As you begin teaching with HMH Into Reading, refer to the Professional
Learning Modules on Ed: Your Friend in Learning for a refresher or to go
deeper on key topics. The interactive online learning allows you to work at your
own pace anytime, anywhere.

STEP 1
Locate and click Professional Learning
in Resources on Ed to launch the
Professional Learning page.

STEP 2

1. Choose a professional learning topic of 2. Click Contents in the upper-left corner
interest, and click Open. to reveal all the modules.

DID YOU KNOW?

You can also access a digital copy
of this Professional Learning Guide
from the Professional Learning Page.

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