HMH INTO READING® CALIFORNIA

HMH Into Reading California aligns to the California ELA/ELD Framework through integrated literacy instruction, intentional knowledge building, structured literacy practices, and embedded support for multilingual learners.

California districts benefit from a TK–6 literacy curriculum aligned to the California ELA/ELD Framework that develops foundational skills, knowledge, language, and grade-level literacy achievement.

Districts should look for TK–6 reading programs that support standards-based comprehensive literacy development—growing strong foundational literacy skills through complex texts and purposeful tasks that ignite collaborative conversations to foster academic language development, meaning-making, effective expression, and content knowledge.

Explicit, systematic foundational skills and integrated reading, writing, speaking, and listening instruction should be built in so that students regularly engage in collaborative discussions and text‑based writing connected to meaningful topics.

Embedded Integrated and Designated ELD instruction and features that honor students’ home languages and cultural backgrounds should also be evident.

Embedded teacher guidance, coherent progression across Grades TK–6, and MTSS-based intervention supports are also necessary to ensure equitable access to grade‑level literacy learning for all students.

HMH Into Reading California includes both Integrated and Designated ELD to support English learners during core literacy instruction and dedicated language development time.

Integrated ELD is built directly into core reading, writing, speaking, and listening lessons for HMH Into Reading California.

Teachers are supported at the point of instruction with language objectives, structured discussion routines, sentence frames, and explicit attention to vocabulary and sentence structure aligned with the California ELD Standards. Supports are differentiated across Emerging, Expanding, and Bridging proficiency levels, allowing English learners to fully participate in rigorous instruction. 

Designated ELD provides a protected daily block focused explicitly on language development. Lessons build from and on core reading texts to deepen students’ understanding of how English works. 

HMH Into Reading California is designed to support multilingual learners at Emerging, Expanding, and Bridging proficiency levels through consistent, differentiated language development embedded across the instructional day. 

Within core instruction, students access grade‑level texts with built‑in scaffolds aligned with the California ELD Standards, including language objectives, sentence frames, structured discussion routines, and explicit support for vocabulary and sentence structure. These supports allow students at different proficiency levels to participate meaningfully in shared learning experiences while strengthening academic English. 

The program also provides daily Designated ELD instruction, following language protocols that emphasize listening, speaking, reading, and writing so students develop oral language fluency and confidence in English. 

HMH Into Reading California aligns to structured literacy and Science of Reading research through explicit, systematic instruction in foundational reading skills and language comprehension.

 

• Phonological and phonemic awareness: These skills are developed through daily, intentional routines that build students’ ability to hear, isolate, blend, and manipulate sounds in spoken language.
• Phonics and decoding: Instruction follows a clear, sequential progression that teaches sound‑symbol relationships explicitly, supporting students as they apply these skills in connected reading. Instruction emphasizes practices that build orthographic mapping over time.
• Fluency: This skill is developed through frequent, supported oral reading that builds accuracy, rate, and expression using appropriately leveled and decodable texts. 

HMH Into Reading California students receive daily instruction in phonological and phonemic awareness, phonics, decoding, and early fluency through a clearly sequenced scope and sequence. Skills are introduced intentionally, practiced cumulatively, and reinforced through consistent instructional routines designed for mastery.  

To support application of new skills, the program includes a decodable text library aligned to the foundational skills progression, allowing students to practice reading connected text that matches the phonics patterns they have been taught.  

Yes, HMH Into Reading California supports students in Grades 3–6 who require additional foundational skills and fluency development through intentional, grade‑appropriate instruction embedded within core literacy learning. 

For students who need continued support, the program includes explicit foundational skills and word study instruction that reinforces phonics, decoding, spelling, and morphology while maintaining access to grade‑level texts and knowledge‑building work. Lessons begin with focused reviews, such as phonics patterns and blending, before moving into application within reading and writing tasks.  

Fluency is strengthened through regular opportunities for supported oral reading, including rereading, guided practice, and discussion of text meaning, helping students improve accuracy, rate, and expression without separating them from rich content learning.  


HMH Into Reading California supports MTSS by strengthening Tier 1 core instruction while providing flexible pathways for Tier 2 and Tier 3 literacy support.

HMH Into Reading California is designed to support a multi‑tiered system of support by strengthening Tier 1 core instruction and providing clear connections to Tier 2 and Tier 3 literacy support. 

Within Tier 1, the program includes explicit foundational skills instruction, integrated language supports, and ongoing formative assessments that help teachers identify students who need additional time, practice, or scaffolding. Point‑of‑use guidance and differentiated routines allow teachers to respond quickly within the daily literacy block.  

For students requiring more targeted support, the program offers small‑group instructional options for reinforcement and extension, as well as allows for connected supplemental and intervention activities if needed. This flexible design allows districts to schedule Tier 2 and Tier 3 instruction within the elementary day while maintaining coherence between core and intervention instruction.

Yes, ¡Arriba la Lectura! California is available at K–6 to support comprehensive, research-based Spanish Language Arts instruction.

HMH Into Reading California and ¡Arriba la Lectura! California are designed to pair for comprehensive, cross-linguistic instruction that develops Spanish-English academic biliteracy.

HMH Into Reading California is intentionally designed to provide culturally and linguistically affirming literacy experiences, reflecting the California ELA/ELD Framework’s emphasis on asset‑based learning, student voice, and meaningful engagement with content.

Across Grades TK–6, students encounter diverse, high‑quality texts that reflect California’s communities while students build on one another’s ideas. These texts are paired with instructional guidance that encourages students to draw on prior knowledge, lived experiences, and community connections as they read, discuss, and write about shared topics.

Language development is embedded within comprehension through integrated ELD supports, structured discussions, and sentence‑level work that values multilingualism as a resource rather than a barrier. Teachers are guided to support participation, interaction, and effective expression across proficiency levels.  

HMH Into Reading California includes implementation guidance, professional learning, coaching, and leadership support to help districts successfully launch and sustain high-quality literacy instruction.

HMH Into Reading California includes embedded implementation and professional learning supports designed to help districts launch and sustain high‑quality instruction across grades. Teachers and leaders receive a California‑specific Implementation Guide, along with structured Teacher’s Guides and Teaching Pals that clarify lesson flow, instructional routines, and daily decision‑making at the point of use. Standards visibility, editable planning tools, and assessment supports help educators translate curriculum design into consistent classroom practice.  

Districts also have access to professional learning experiences that include live onboarding sessions, leadership-focused launch support, and ongoing, on‑demand learning pathways available through the digital platform. These resources help educators understand foundational skills instruction, language development, knowledge building, and differentiation across grade levels.