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Student GrowthA Vision for

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Renaissance®, Renaissance Learning®, Renaissance Flow 360®, and the Renaissance® logo are registered trademarks of Renaissance Learning, Inc. Mindset Works® is a registered trademark of Mindset Works, Inc. Houghton Mifflin Harcourt®, HMH®, HMH Into Reading™, HMH Arriba la Lectura™, International Center for Leadership in Education®, and Rigby® are

trademarks or registered trademarks of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. Printed in the U.S.A. 07/18 WF388592 Z-1742602 GRADES K-6

Program Overview

A NEW COMPREHENSIVE LITERACY SOLUTION

Grow Readers, Writers, and Lifelong LearnersChildren are born curious.

When we feed each child’s natural curiosity with captivating content, we ignite a lifelong of love of learning. With high-quality books and personalized instruction, we guide students from Read Alouds that stir their imaginations to leveled readers that grow with them. Students have opportunities to dig deeper into texts, ask the essential questions, and make connections that take them from comprehension to analysis.

The result is profound: Students become strong readers and build a foundation for developing and expressing their voice. They will write, speak, and shape their futures as lifelong learners.

As their teacher, you have the power to drive high-impact learning experiences. We invest in you to help you develop the culture of learning and growth that you have always envisioned. Let’s help all learners believe in the power of “I can.” Let’s Get Into Reading!

HMH Into Reading™ is

differentiated by design to

honor the needs of teachers

and provide students with a

rich, integrated, and measured

path to growth in reading,

writing, and communication.

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Educator Insights:You Spoke, We Built a Program for You

Teaching Support:Invest in You Student Outcomes: Captivate Readers, Cultivate Writers

Learning Mindset:Foster a Culture of Growth

What’s Inside

Why Is Into Reading Like

No Other Program?hBecause It Was Informed by YOU We met with teachers across the country—from coast to coast—to hear about your unique obstacles and challenges. What we learned informed this next-generation literacy solution, right down to the smallest detail.

Into Reading is a fully integrated literacy solution designed to spark an unshakable love of learning that motivates each student to reach his or her fullest potential. From embedded point-of-use teaching tips that facilitate innovative standards-aligned instruction, to comprehensive support for English learners and advanced or struggling students, our program was built to give you back your most valuable resource—instructional time with your students.

A uniquely tailored Kindergarten approach that speaks specifically to your youngest learners

A flexible and balanced approach with a focus on small-group instruction

Explicit foundational skills instruction with options to follow a systematic sequence

Reading and writing workshops that work in tandem with resources to support small groups

A fully equitable Spanish solution for dual language classrooms

Here’s What You Requested for Your Students

An easy-to-navigate, integrated online platform to simplify, customize, and differentiate instruction

An abundance of engaging, award- winning genre text sets with Big Books, Read Alouds, Student Choice Libraries, and NEW Rigby® Readers

2 HMH Into Reading | 3

Kylene Beers, Ed.D

Martha C. Hougen, Ph.D

Shane Templeton, Ph.D

Elena Izquierdo, Ph.D

Carol Jago, M.A.

Julie Washington, Ph.D

David Dockterman, Ed.D

Erik Palmer, M.A.

Alma Flor Ada, Ph.D

Jill Eggleton, QSO, Ed.D

Robert E. Probst, Ph.D

F. Isabel Campoy

Nathan Clemens, Ph.D Anne Cunningham, Ph.D Joyce Armstrong Carroll, Ed.D, H.L.D

Expert Authorship

Our researchers, practitioners, and thought leaders received your feedback. They applied their decades of experience and expertise to develop a comprehensive solution that ensures learning communities across the country do more than perform—they thrive.

“Put the right books in their hands, books in which they can lose themselves and books in which they can find themselves.”

- Kylene Beers & Robert E. Probst, Notice & Note: Strategies for Close Reading

Leading Partnerships

Renaissance Learning® delivers assessments in English and Spanish. Renaissance® provides practical solutions to improve teaching and learning and ensure student growth.

Mindset Works® develops programs to increase motivation and self-efficacy through an increased focus on the social, emotional, and attitudinal factors associated with a lifelong love of learning.

ICLE works with districts across the country to identify innovative practices and revolutionize learning communities.

We Share

Your Vision


Student GrowthFrom inspiring learners to supporting educators and district leaders, the guiding principles behind Into Reading address the needs of the entire learning community to ensure student growth and facilitate outcomes that elevate students, schools, districts, and communities.

Into Reading is an investment in you, the teacher, to fully support and empower your students to master foundational literacy skills, build confidence, embrace productive collaboration, and adopt an “I can” Learning Mindset.

Into Reading is more than a program—it is a vision to grow the next generation of engaged learners.

Into Reading Drives

Foster a Culture of Growth Embedded support, developed in partnership with Mindset Works, nurtures the social, emotional, and attitudinal factors associated with a lifelong love of learning and gradually builds a community of resilient, curious learners.

Invest in YouAn intuitive, time-saving design, a suite of planning, grouping, and assessment tools, and embedded support let you focus on delivering powerful, individualized instruction that targets students’ observed and assessed needs.

Captivate Readers, Cultivate Writers

A robust library of high-quality texts combines with easy-to-implement

Reading and Writing Workshops to set students on a journey of self discovery,

strengthen their critical reading, writing, and communicating skills, and shape

who they are becoming as learners.


I N V E ST I N YO U

A Flexible, Balanced Approach to LiteracyYour WayTeach Your Students

From decodable texts to Student Choice Libraries and Mentor Texts, Into Reading allows you to nurture children on their path as critical readers and writers by providing you with the flexibility to adapt instruction to meet the unique needs of your classroom.

Collaborative: Book clubs, research- and inquiry-based module projects, and teamwork time activities reinforce instruction and build collaboration skills.

Independent Learning: Literacy centers offer students the chance to practice foundational skills, vocabulary, reading, and writing on their own.

Teacher-Led Small-Group: A combination of guided reading activities, skills and strategy lessons, and foundational skills development allows for seamless differentiation and personalization.

Each lesson kicks off with a quick minilesson on a comprehension skill or strategy beforeencouraging students to practice skills collaboratively or on their own. Stimulating activities and projects keep students engaged whether they’re working collaboratively, independently, or with you in a small group.

Whole-GroupMinilesson

Learn Together: 15–20 mins. Wrap-Up: 5 mins.Small-Group & Independent Work: 45–60 mins.

Whole-GroupWrap-Up

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BORATIVE INDEPEND

ENT LEA

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TEACHER-LED SMALL GROUP


I N V E ST I N YO U

Your New Soon-to-Be Favorite Resources: Into Reading Exclusives!Allowing for seamless integration of writing and grammar instruction, the Writing Workshop Teacher’s Guide offers a unique approach that becomes second nature. The more you use it, the less you need it

The Into Reading Teaching Pal is a lightweight, easy-to-use guide that does your shared reading planning for you by crafting higher order thinking questions and discussion stems.

A fully integrated online platform provides an intuitive, point-of-use path through all related lesson resources, making it easy to plan, teach, assess, and differentiate.

On-Demand Professional Learning

From Getting Started courses to coaching and on-demand videos, flexible professional support helps you hone your craft and discover new strategies and techniques for teaching.

A Flexible Ecosystem Designed

Into Reading provides you with a robust and easy-to-use suite of tools to facilitate planning, instruction, assessment, and reporting without boxing you into a single approach. The result is a solution that is highly supportive with the flexibility to fit your teaching style and unique classroom needs.

with You in Mind

In-Person Coaching to Enhance Your Dynamic Practice

Partnering with the International Center for Leadership in Education®, Into Reading offers you a collaborative approach to professional development.

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I N V E ST I N YO U

Ensure student growth with workshops that feature a step-by-step approach to reading and writing instruction. You can follow a fully outlined path or choose a route that works for you and your students.

Work in TandemReading and Writing Workshops

Give Readers Their Independence: Notice & Note uses Signposts and Anchor Questions to promote deeper text analysis and comprehension.

Display and Engage projectables build background knowledge, draw connections, and give students the structure needed to set their imaginations free in their writing.

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• What surprised me? • What did the author think

I already knew? • What challenged,

changed, or confirmed what I already knew?

3 Big Questions

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Modern technology allows people everywhere to communicate. Today, people use email, text messages, and video chats to reach others quickly. Smartphones help people communicate using sound, text, and video. Computers and smartphones allow people to exchange information with little delay. Video technology allows people to have a conversation as if they are in the same room.

Communication Today

Smartphones and computers help us

communicate with people in a variety

of ways.

Grade 4 | Reading

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Build Background 10.2

Module 10 • Week 1

Notice & Note Is an Into Reading EXCLUSIVE!

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Purpose

Introduction Body Conclusion• hooks the readers

• includes the central idea

• supports the central idea withfacts and details

• gives reasonsand examples

• uses an organizational strategy

• restates the central idea

• leaves readers with a thought

Informational texts often

describe things, people, or events

show sequence

compare things

show cause and effect

show a problem and its solution

Into Reading digital myBook lessons enable annotations, providing you with visibility into how each student is processing the text.

Anchor Charts offer you an engaging visual format for introducing children to reading and writing skills and concepts.

The companion Teaching Pal offers point-of-use, teacher-directed instructional questions and prompts that encourage critical thinking and deep analysis of the myBook student texts.


I N V E ST I N YO U

and PurposeTechnology with Power

From the convenience of searching for instructional content by standard, topic, or genre, to generating actionable reports that ease planning and grouping, Into Reading gives you back your most valuable resource—instructional time with your students.

• Flexible planning tools that allow you to use resources as outlined in the Teacher’s Guide or adapt to suit you classroom’s needs

• Meaningful and actionable data insights that provide a view into students’ proficiency and growth

• Easy-to-read reporting

• Clear and targeted differentiation

• Embedded professional learning support

• Time-saving search by genre, standard, skill, or Lexile® measure

Everything You Need at Your Fingertips!

The Into Reading digital platform offers instant access to the resources, differentiation and grouping options, and assignments you’ll need to create an impactful lesson.

Easy-to-interpret reports provide a clear picture of both individual and class growth, as well as accurate predictions of each student’s performance on standardized tests.


I N V E ST I N YO U

Student GrowthAssessment to Accelerate

Easy-to-interpret reports give you a window into students’ learning, progress, proficiency, and growth. With that precise view, you can easily see where students are struggling or excelling and provide the right resources and texts to support each individual’s learning path.

Growth Measure Assessments 3x year

Module Assessments12x per year

Lesson Level HomeworkPractice & Application

Given three times a year, our Growth Measure Assessments provide a snapshot of student reading level and proficiency.

Module Assessments help you know how students are performing on key skills and standards, and whether intervention, reteaching, or challenge is required.

Weekly tests, selection quizzes, skills practice, and other formative assessments inform instruction and targeted differentiation.

Prepare Students for SuccessInto Reading reflects a pioneering partnership between HMH® and Renaissance Learning. Integrating Renaissance Flow 360® data and assessment insights with Into Reading instructional recommendations, our innovative assessment platform allows you to drive student growth with greater efficiency and accuracy.


I N V E ST I N YO U

Differentiation Resources for Easy and Effective

Tailor your approach to meet each student’s needs. A host of scaffolds, small-group differentiation strategies, point-of-use teacher tips, and English learner supports are woven throughout the program to pave a path to success for every child.

Facilitate Effective Small-Group Instruction and Differentiation

The learning platform allows you to search by genre or standard, create groups easily, and seamlessly assign resources and assignments to each group.

Embedded, point-of-use strategies for differentiation and support for English learners allow for a fully equitable experience for all learners.

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Samuel F. B. MorseSamuel F. B. MorseSamuel F. B. Morse

Samuel F. B. Morse was born on April 27, Samuel F. B. Morse was born on April 27, Samuel F. B. Morse was born on April 27,

1791, in Massachusetts. He received the 1791, in Massachusetts. He received the 1791, in Massachusetts. He received the

patent for the first successful electric patent for the first successful electric patent for the first successful electric

telegraph in the United States in 1840. He telegraph in the United States in 1840. He telegraph in the United States in 1840. He

also invented Morse code, a system of also invented Morse code, a system of also invented Morse code, a system of

sending messages using short and sending messages using short and sending messages using short and

long sounds combined in various ways.long sounds combined in various ways.long sounds combined in various ways.

131313

myNotesmyNotesmyNotesmyNotesmyNotesmyNotes

TARGETED CLOSE READTARGETED CLOSE READTARGETED CLOSE READTARGETED CLOSE READTARGETED CLOSE READTARGETED CLOSE READ

DOK 2DOK 2DOK 2

READ FOR UNDERSTANDING READ FOR UNDERSTANDING READ FOR UNDERSTANDING READ FOR UNDERSTANDING READ FOR UNDERSTANDING READ FOR UNDERSTANDING

DOK 1DOK 1DOK 1

999

101010

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TheTheThe TelegraphTelegraphTelegraphTelegraphTelegraphTelegraph

myNotesmyNotesmyNotesmyNotesmyNotesmyNotes

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NoteNoteNoteNNNNNNoooticeticetice &&&

Go to Your

Teaching PalREADING WORKSHOP

ANNOTATE IT!

Students may use the annotation tools in their eBook.

ENGLISH LEARNER SUPPORT: Support Comprehension

Reread pages 314–315. Have students highlight and state the central idea found in paragraph 12. Then have them underline one detail to support it.

Have students state the central idea of any section using the following sentence frame: The central idea is .

Encourage students to underline two details in paragraphs 37–38 that tell about the central idea of that section. Then have them state that idea.

LINK TO SMALL-GROUP INSTRUCTION

REINFORCE CENTRAL IDEA Review and extend the skill as needed during small-group time to support students’ need for differentiation. See the lesson on p. T257.

Step 2 Apply to Text

• In your Teaching Pal, use the purple TARGETED CLOSE READ prompts on pages 315 and 324 to guide students to

apply the Central Idea skill to The History of Communication

and to find evidence to support their responses. Use the

CLOSE READING routine. Students may refer to the questions

on Know It, Show It page 214 as you discuss them.

• Read aloud the first question on Teaching Pal page 315. Then

have students reread paragraphs 9–12 in their myBook. Have

them identify the central, or main, idea of the section, “The

Telegraph.” (The telegraph made it possible for people to

communicate quickly if they were located in two different places.)

• Then read the follow-up question on Teaching Pal page 315.

Have students identify the details in the paragraphs that

support the central, or main, idea. (Messages could be sent by

using electric current traveling along wires. Reporters sent stories

to their newspapers using the telegraph. Civil War armies relied

on the telegraph to relay messages.)

• Read the question on Teaching Pal page 324 while students

reread paragraphs 37–38 to identify the central, or main, idea.

(One of the most important breakthroughs in the history of

communication was the emergence of the Internet.)

• Refer back to the Anchor Chart to support the discussion.

Step 3 Engage and Respond

INDEPENDENT PRACTICE: ReadingHave students revisit pages 318–319 in The History of

Communication. Ask students to determine the central, or main,

idea in the section, “Radio,” finding details that lead them to

infer the central, or main, idea. Have students note the central,

or main, idea and make a list of the details that help them infer

that central, or main, idea.

• Have students work with a partner, swapping their lists with

one another. Each partner should review the details found and

determine if those clues help them to infer the central, or

main, idea decided upon by their partner.

• Have partners use the THINK-PAIR-SHARE routine to discuss

the central, or main, idea of the section, “Radio,” and the

details that helped them reach the understanding of that idea.

• Call on pairs to share their central, or main, ideas and details.

• You may want to have students complete this activity during

daily small-group time.

• You may want to have students complete Know It, Show It

page 214 during daily small-group time.

LIGHT

MODERATE

SUBSTANTIAL

T255Shared Reading

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Tabletop minilessons provide thought-provoking visuals that increase engagement and give you the opportunity to work one on one with students.

• Reading: Reinforce and extend skills taught during whole-group reading minilessons.

• English Language Development: Provide English learners support to use language across the four domains—listening, speaking, reading, and writing.

• Intervention: Reinforce foundational skills and academic language.

Personalized Instruction Made Simple

Tabletop Minilessons in Your Classroom

Tabletop minilessons give you the chance to work one on one with students to target instruction. The teacher-facing side guides you through a brief lesson while the student- facing side sparks students’ curiosity and increases engagement.

Teacher-facing side keeps your focus on guiding

instruction while children focus on the fun stuff


Personalized instruction and a leveled library of authentic science and social studies texts increase student engagement and content knowledge while building competence across curriculums.

LEVELED LIBRARY

Carefully curated Rigby Leveled Library, including ALL NEW PM titles, each with an eight-page lesson

All titles are available in both English and Spanish.

C A P T I VAT E R E A D E R S, C U LT I VAT E W R I T E R S

Watch Them Grow!Give Students the Right Books and

Whether they are soothing fears about the first day of school or discovering the “why” behind weather patterns, the award-winning books that kids love will propel their learning, help them become deeper readers, and inspire them to understand the connection between reading, writing, and communication.

Sparking classroom conversations about what they’re reading ensures students walk away from elementary school well versed in the skills they need to read, think, understand, and engage in productive communication with peers and teachers.


Grow with Them Give Students Books That Will

Curated, authentic literature combines with a write-in student myBook to spark students’

imaginations, inspire reflection, and facilitate point-of-use annotation as they read. As

students learn to dig deeper, ask the essential questions, and make connections between

the texts they’re reading and the world around them, productive learning habits are solidified

and a lifelong love of reading develops.

C A P T I VAT E R E A D E R S , C U LT I VAT E W R I T E R S

COMMUNICATION

READ-ALOUD TEXT

The Unbroken Code of the Navajo Code Talkers by CATHERINE RIPLEY

World War II began in September 1939 when Germany, under the control of Adolf

Hitler, invaded Poland. The United States entered the war on December 7, 1941,

when Japan bombed the US Navy in Pearl Harbor, Hawaii. At this point, Japan

had formed an alliance with Germany.

It’s August 7, 1942, in the middle of World War II, and a huge battle is unfolding

on Guadalcanal Island in the Pacific Ocean. Hidden in the steamy jungle, two

Japanese soldiers watch American Marines roll out wire from one battle patrol

to the next. In the distance, gunfire rattles and bombs blast. When the

Americans are gone, the soldiers creep out to tap into the newly laid

communication line. Both understand English well and hope to eavesdrop on

what the Americans are planning. The first Japanese soldier listens, and a look

of surprise crosses his face. He hears a sing-song “mumbling” and some

throaty gurgles and clicks. The second soldier also listens and recognizes that it

isn’t English. It’s like nothing they’ve ever heard before!

What do they hear? Two Navajo code talkers on their field telephones. The

code talkers enabled Americans to communicate secretly and speedily in the

heat of battle and were critical to winning the war in the Pacific. Their code

was never broken by the Japanese. A

Why Navajo?

The idea for using Navajo code talkers was suggested by the son of a

missionary, Philip Johnston, who had grown up on the Navajo Reservation.

Johnston knew that Navajo was an unusual language that few people outside

the tribe could understand, and he also knew how important it was for the

Marines to be able to communicate quickly without using cumbersome

decoding machines or codebooks that could fall into enemy hands. B

What made the Navajo language perfect for communicating secret messages?

(Few people outside the reservation knew it.

There was no need for cumbersome

codebooks.) DOK 1

B

What was so strange about the message the Japanese soldiers heard over the communication line? (The language wasn’t

like anything they’d ever heard before.) DOK 1

What were the soldiers actually hearing?

(The sing-song mumbling and clicking of the

Navajo language.) DOK 2

A

(continued) ENGLISH LANGUAGE PROFICIENCY STANDARDS 1D speak using learning strategies; 1E internalize new basic/academic language; 2C learn new language structures/expressions/vocabulary; 2G understand meaning/main points/details of spoken language; 2H understand implicit ideas/information in spoken language; 2I demonstrate listening comprehension of spoken English.

TEKS 4.6G, 4.7C, 4.9D(i); ELPS 2G, 2H, 2I

TEKS 4.6G, 4.7C, 4.9D(i); ELPS 2G, 2H, 2I

T239Listening Comprehension

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LV 4 1721146hmhco.com

Grade 4

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Essential Question: What forms can communication take?

Multi-Genre Text Sets: Curated around standards-based topics in science and social studies, culturally and ethnically diverse text sets build cross-disciplinary knowledge. Each set is anchored by an essential question that serves as a springboard for writing and discussion.

Student myBook: The unique write-in format of this authentic literature collection allows students to own and interact with texts through annotated responses while providing families insight into student progress and a full collection of stories to share together at home.

A digital myBook features read-along audio and interactive activities for extended learning.

Get Curious Video

Selections in Student’s myBook

Read Aloud from Teacher’s Guide

Writing Mentor Texts


Into Writers Turn Readers

Every child has a story to tell.

Through a series of anchor charts, graphic organizers, and inspiring mentor texts, students

learn the steps to give their stories a life through writing.

In their Writer’s Notebooks, students analyze a writer’s craft, explore various genres, learn the

basics of writing convention, and begin to apply these lessons to their own writing.


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Begina new paragraph. Indent.

Add a period.

Take out words, sentences, or punctuation.

Make a capital letter into a lowercase one.

Capitalize a letter.

Switch the order of letters or words.

Add letters,words, orsentences.

Add a comma.

Add quotation marks.

Proofreading

Marks

Writing Mentor Texts are the spark that kicks off every module of writing.

• Themes are linked to program topics and genres.

• Fiction and informational texts give students the opportunity to examine a writer’s craft as they explore their own writing voice.

• Opportunities for discussion frame the writing topic and prompts.

Anchor Charts guide students through the pre-writing, writing, and editing process with easily digestible visual formats for organizing their thoughts.

Display and Engage projectables enhance every writing activity.

• Easy-to-use writing models, prompts, and graphic organizers guide writing development.

• Instruction content you can display on your white board saves you time and simplifies your lessons.

Don’t

1 Don’t promise your reader more than one central idea.

2 Don’t give the strategy or tell how you are going to write the paper . . . just write it!

Do

1 Be specific.

2 Be concise.

3 Write your central idea as a declarative sentence.

The Central Idea

Revisit your expository essay draft. Revise your writing to make sure you have a clear, specific, and concise central idea.

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Module 10Grade 4 | Writing Workshop

Expository Essay 10.6

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Equity Plusfor Dual Language Instruction

Designed to ensure mastery for all learners, HMH ¡Arriba la Lectura!™ is an equity-plus solution

for students learning to read, write, and communicate in Spanish. With research-driven

instruction and the guidance of Spanish literacy experts, the tools and resources in

¡Arriba la Lectura! put all learners on the same playing field.

¡Arriba la Lectura! program literature includes:

• Authentic texts from Spanish trade book publishers• Spanish Rigby Leveled Library• Culturally relevant literature• Translations personally reviewed and approved by Alma Flor Ada and F. Isabel Campoy

Alma Flor Ada, Ph.D F. Isabel Campoy


individualidad

!Arriba la Lectura! and Into Reading partner to facilitate a comprehensive dual language approach for your classroom.

Embedded vocabulary and academic language support ensures literacy success for every student.

LEVELED LIBRARY

A Vision for Biliteracy

Dual Language program building blocks developed by

Elena Izquierdo, Ph.D

Teacher support for dual language implementation includes a Dual Language Implementation Guide, Extensión lingüística for Academic Language study in Spanish, and Dual Language Support in the ¡Arriba la Lectura! Teacher Guide.


of MindsetThe Undeniable Influence

Options can be overwhelming. Expectations can be daunting. Learning can be frustrating.

Growth makes it all absolutely worth it.

Into Reading supports the development of the whole child with a focus on social-emotional

learning and growth mindset. The power of mindset on learning outcomes is not only relevant

to students—Into Reading supports growth for teachers as well.

Through a partnership with Mindset Works, the latest research, strategies, and practices

are embedded throughout instruction, demonstrating our commitment to you, your students,

and the Into Reading philosophy:

Invest in learning as a growth journey and change the trajectory of a student’s life.

F OST E R A C U LT U R E O F G R OW T H

Embedded Learning Mindset strategies, individual goal setting, and progress monitoring put students in control of their success.

Foster Social and Emotional Growth

by Shifting to a Learning Mindset

Curiosity

ResilienceSelf-Reflection

Grit

Pursuit ofChallenges

Perseverance

Problem Solving


the Subject AreasReading Fuels Learning across

The more students read, the more they learn. Whether they’re exploring space or learning

about American history, students are immersing themselves in new cultures, discovering

themselves in beloved characters, and building their identities as learners.

As knowledge builds and students grow in reading, writing, and communication proficiency,

they begin to associate reading with success both in and out of the classroom. As they

stumble upon the answers to life’s big questions in their favorite books, they’re forming a

belief in themselves as agents of their own learning.

By placing the power of choice in all student’s hands, you are giving them the tools to seek

out their own answers. They become agents of their own learning.


Student Choice Library

A comprehensive collection of trade books serves as a connection to each module topic and bridges the divide between reading and writing instruction.


With an adoption of a new literacy solution, your district is making a long-term commitment—from curriculum to practice to classroom culture. With a new network of resources, HMH focuses on the important work that happens in the classroom, providing solutions to elevate every teacher and raise student achievement. This can begin with a strategic plan that aligns specifically to your district’s unique challenges and goals, driving ongoing progress.

From dedicated technology specialists to coaches, we’ve developed this solution to ensure you have the support you need to facilitate growth for every student.

As your needs

have evolved, so have

we.

the ClassroomStudents are eager learners, excited about the opportunity to test their limits and optimistic

about the future that lies ahead of them.

As educators, keeping that thirst for knowledge and “I can” attitude alive as students

progress through the grades and meet increasingly rigorous state standards lies at the

heart of what you do.

An “I Can” Attitude Extends beyond


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