Curriculum
Read 180 - HMH
HMS READING
Background & Purpose
By utilizing this program, we aim to:
Ultimately, the implementation of Read 180 will help us improve student achievement by accelerating literacy development, fostering confidence in struggling readers, and preparing all students for long-term academic success.
Goals
Key differences include:
Science of Reading
Phonemic Awareness
Strategy 1: Word Play
Word play activities can range from rhyming to manipulating phonemes and can be done in just 5 to 10 minutes!
Why Do It: Students understand how spoken language works and can make connections between words and their parts. Spending a short 5 to 10 minutes on word play daily has been a small but mighty change for me.
Strategy 2: Blend Phonemes
Orally blending sounds to form words.
Why Do It: Students are encouraged to listen (hear) each sound in words, which will transfer over to their decoding skills while learning to read.
PHONICS
Strategy 3: Vowel Valley Activity
A vowel valley activity involves explicitly teaching vowel sounds and mouth formations.
Why Do It: There is a shift from a typical word wall to a sound wall. Instead of listing words like all and about under the letter A on a board, now we’ve shifted to focusing on the true sounds of each symbol and including words that match the sound.
Strategy 4: Decoding Using Sound-by-Sound Blending
This strategy helps teach students to sound out words by each phoneme, moving left to right.
Why Do It: Take the guesswork and three cueing out of reading. Encourage and explicitly teach students how to say each sound of the word and assume they have sufficient phonemic awareness knowledge to blend the sounds together.
Fluency
Strategy 5: Oral Cloze Read
This fluency strategy supports fluent, accurate reading with continued readings.
Why Do It: This strategy models appropriate rate, pronunciation, and prosody, focusing on targeted phonetic patterns or vocabulary words.
Strategy 6: Timed Fluent Reading
This strategy encourages students to read quickly but also to comprehend.
Why Do It: This strategy specifically aims to improve students’ reading rate, accuracy, and comprehension.
Vocabulary
Strategy 7: Generative Vocabulary
Generative vocabulary focuses on the morphology of words that allows students to unlock word opportunities. These lessons will support students’ speaking, listening, and reading vocabularies across content areas.
Why Do It: We cannot teach students every word they may come across in the English language, but we can teach them to understand word parts such as roots, prefixes, and/or suffixes.
Strategy 8: Knowledge Maps
Build background knowledge on topics. Encourage the use of vocabulary words as more topic information is learned.
Why Do It: Introducing a knowledge map at the beginning of a unit can allow for learning to happen right from the start. Use the knowledge map for students to expand on what they know already and help them communicate their knowledge about the topic.
Comprehension
Strategy 9: Making Connections
Build and make connections to text based on student background knowledge.
Why Do It: This strategy guides students to make connections to self, text, and world while reading to ensure they can fully understand and relate to the text.
Strategy 10: Synthesizing
Help students gather important information from the story, make connections or inferences, and paraphrase to complete their understanding of a text. This is a critical skill for full comprehension of a text.
Why Do It: Use this strategy to allow students to put together parts of the text to see the author’s ideas in a new way. Students will need to apply other strategies to effectively synthesize the text.
Cost / Budget
$79,853 - 4 Year Contract
Digital Textbook
Individual text book / Library
Professional Development
100 Students
Tier 2 and 3 intervention for dedicated classrooms
Read 180’s full program balances teacher-led instruction with personalized practice, allowing teachers to do what they do best. It includes: