Houghton Mifflin Reading Kindergarten Complete Kit

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Houghton Mifflin Reading Kindergarten Complete Kit
Houghton Mifflin Company
Copyright - 2005                                 ISBN - 0-618-42650-7                                      Edition - first

Grade Level                  P1 - Kindergarten

Readability Level            Pre Grade 1 Fry Readabilty

Course / Content             Reading

List Price:                  2492

Wholesale Price              1869

  The features of each book or program were developed by the publisher and do not reflect the opinion of the
 Kentucky State Review Team Kentucky State Textbook Commission or the Kentucky Department of Education.

Content             Houghton Mifflin Reading is a fully integrated reading and language arts program for grades
                    Kindergarten through 6. It is based on a solid foundation of scientific research, with systematic
                    instruction in reading, writing, grammar, and spelling and a variety of resources to ensure success
                    for all students. This new integrated reading/language arts program features explicit skill lessons
                    for core instruction organized in a clear instructional pathway with differentiated, scaffolded
                    instructional opportunities to meet individual needs. Instruction is supported by outstanding
                    award-winning literature and decodable text that provides a balance of fiction and non-fiction
                    reading opportunities. The program is linked to a comprehensive assessment system, built-in staff
                    development, and integrated technology.
Student Experiences          Throughout Houghton Mifflin Reading students learn through large whole group, small
                             group and independent instructional opportunities. A scaffolded range of instructional
                             ideas provides students with explicit, systematic instruction in Reading, Word Work, and
                             Writing and Oral Language. Throughout the program students are met at their own level
                             by taking part in varied lessons and activities in phonemic awareness, phonics, high-
                             frequency word development, reading strategies, comprehension skills, information/study
                             skills, decoding longer words, spelling (correlated with phonics and structural analysis),
                             vocabulary skills and expansion, grammar, writing process and modes, listening,
                             speaking, and viewing. Students have access to self-evaluation rubrics to use as guides in
                             their own revision of writing and reading. Assessments, placement, and screening tools
                             are available both electronically and in written format.
Assessment          A comprehensive assessment system, consisting of Diagnosis and Planning, Ongoing Assessment,
                    Test Preparation, and Periodic Progress Monitoring, establishes benchmarks and helps teachers
                    monitor progress, customize instruction, and prepare students for state and standardized tests.
                    Specifically, Houghton Mifflin Reading contains multiple assessment tools to assist teachers in
                    evaluating student progress and determining instructional needs. Screening Assessments are
                    administered to determine which children are at risk for reading difficulty and who will need
                    additional intervention. Diagnostic Assessments help teachers plan instruction by providing in-
                    depth information about student's skills and instructional needs. Progress Monitoring Assessments
                    determine if students are making adequate progress or need more intervention to achieve grade
                    level outcomes. Formal and Informal Ongoing Assessment tools within the program support
                    teachers and students. Weekly quizzes are located in the Teacher's Resource Book. End of
                    Theme Assessment includes a multiple choice Theme Skills Test or a combination of short
                    responses and multiple choice in the Integrated Theme Test. Oral reading checks linked to the
                    Leveled Readers can be administered as desired to monitor reading rates and accuracy. Students
                    have access to self-evaluation rubrics to use as guides in their own revision of writing and reading.




Kentucky Department of Education 2005                                      Text in blue is from the Textbook Reviewers
                  Assessments, placement, and screening tools are available both electronically and in written
                  format.
Organization      Explicit, systematic instruction in Reading, Word Work, and Writing and Oral Language
                  comprises lessons in phonemic awareness, phonics, high-frequency words, reading strategies,
                  comprehension skills, information/study skills, decoding longer words, spelling (correlated with
                  phonics and structural analysis), vocabulary skills and expansion, grammar, writing process and
                  modes, listening, speaking, and viewing. Tested skills are introduced and periodically reviewed
                  according to a carefully constructed, researched-based scope and sequence for each grade and
                  across the program. Teacher's Editions, conveniently bound by individual themes, provide clearly
                  laid-out lesson plans with a consistent Teach/Practice/Apply organization. Suggested Daily
                  Routines offer five-day plans throughout the program. The Kindergarten through Grade 2
                  Teacher's Editions are arranged by daily plans. Adaptions to meet individual needs and provide
                  universal access include provisions for Extra Support, English Language Learners, Reteaching,
                  Challenge, and Extension.
                  The literature is organized by themes and includes a wide variety of texts for different
                  instructional purposes. Teacher Read Aloud selections, engaging trade book literature, appealing
                  decodable texts that provide the opportunity to apply phonics skills and high-frequency words,
                  informational texts that integrate the content areas, and leveled books that support comprehension
                  and develop fluency all combine to accommodate the range of abilities in any classroom.
                  Student anthologies include special features designed to build support for and to expand upon each
                  main literature selection. Get Set selections build vocabulary and background. Responding pages
                  support comprehension. Content Area Links integrate cross-curricular material. Focus On genre
                  study sections between themes provide in-depth explorations of specific literary genres. Other
                  features, such as Student Writing Models and Taking Tests (test preparation), enhance the
                  students' language arts experience.
                  Integrated technology helps teachers and students access, process, and create information, and
                  provides instruction and practice, extension opportunities, assessment, and staff development.
                  With interactive background building and vocabulary development activities, the Get Set for
                  Reading CD-ROM helps students access the literature in each theme. The Lesson Planner CD-
                  ROM enables teachers to easily prepare and customize their lesson plans. Education Place,
                  referenced in the student books, provides free online program support and extension activities for
                  students, teachers, and parents.

Resource Materials         Teacher Editions (K-6), Teacher's Resource Kit (Practice Book Teacher's Annotated
                           Edition, Home/Community Connections, Teacher's Assessment Handbook, Instructional
                           Activities for Challenge, Teacher's Resource Blackline Masters, Vocabulary/Spelling
                           Word Ca
Gratis Items to be provided and under what conditions            Upon the purchase of the Kindergarten Kit for
          Kindergarten and a classroom set of the Houghton Mifflin Reading anthologies for Grades 1-6, Houghton
          Mifflin will provide the following materials at no charge for the first year of the adoption, upon request
Available Ancillary Materials       On My Way Library Set Kindergarten $ 75.00 Grade One $ 225.00 Grade Two
                                    $ 62.10
                                    Classroom Intervention Kit, Kindergarten-Grade 6 $ 312.00
                                    Theme Skills Test Blackline Masters and Teacher Annotated Edition,
                                    Kindergarten $ 150.00
                                    Kentucky SATT Test Blackli
                              Research Data and Evidence of Effectiveness
            Disclaimer: the research data and evidence of effectiveness was provided by the
             publisher and does not reflect the opinion of the State Review Team, the State
                    Textbook Commission, or the Kentucky Department of Education.
Research Available         YES - provide information below
                           Since 1997, when the company participated in the NICHD Early Intervention Project
                           Study, Houghton Mifflin has been committed to evaluating the effectiveness of its


Kentucky Department of Education 2005                                   Text in blue is from the Textbook Reviewers
                        reading programs. Houghton Mifflin offers a comprehensive body of scientific research
                        that includes both independent, quasi-experimental national effect size studies and pre-
                        post comparison case studies. Three large-scale, quasi-experimental studies conducted by
                        independent researchers and one case study (summarized below) have shown Houghton
                        Mifflin Reading to be effective in improving student achievement in a variety of districts
                        and student populations.
                           Abt Associates conducted one of the quasi-experimental studies, An Independent
                        Two-Year Study of the Effectiveness of Houghton Mifflin Reading, that examined ITBS
                        reading scores for students in grades 1-3 from 10 Chicago public schools-5 using
                        Houghton Mifflin Reading and 5 using other reading programs-over a two-year period.
                        Findings show that after two years of using Houghton Mifflin Reading a cohort of third-
                        grade students made statistically significant gains in vocabulary as measured by the ITBS
                        while the comparison students did not.
                           An Analysis of the Effects of Using Houghton Mifflin Reading on Reading Test
                        Scores in Chicago Public School, conducted by EDSTAR, was another study designed to
                        determine the effects of Houghton Mifflin Reading on student reading achievement in
                        Chicago public schools-this time over a four-year period (1998-2001). Using reading
                        scores from the ITBS, researchers compared the performance of students in grades 3-6 at
                        64 elementary schools using Houghton Mifflin Reading to 62 comparison schools
                        matched on demographics and prior reading achievement but using other reading
                        programs. This study shows that in the majority of cases where there was a difference in
                        performance between Houghton Mifflin schools and their matched comparison schools,
                        Houghton Mifflin schools had higher achievement than their comparison schools.
                           The third study, An Evaluation of Houghton Mifflin Reading in California, was
                        conducted by Sheffield Research to evaluate the impact of Houghton Mifflin Reading in
                        California school districts. The study examined the performance of students from grades
                        2-5 on the state's criterion-referenced test, the California Standards Test (CST), and
                        norm-referenced California Achievement Test (CAT/6) for 36 districts-18 using
                        Houghton Mifflin Reading and 18 using other reading programs-from 2002 to 2003. The
                        study found that students in the Houghton Mifflin districts made greater gains than
                        students in the comparison districts on both the CST and the CAT/6 after using Houghton
                        Mifflin Reading for one year.
                        An Evaluation of Reading Test Performance Before and After Implementation of
                        Houghton Mifflin Reading in Two Colorado Districts is a case study that not only
                        provides evidence of the program's effectiveness in school districts similar to those in
                        Kentucky but also corroborates the findings of the three quasi-experimental studies
                        previously presented. This study examines the reading achievement of fifth grade
                        students on the Colorado Student Assessment Program (CSAP) in two rural Colorado
                        districts using Houghton Mifflin Reading. First-year results not only show gains in
                        student performance for the two districts following the implementation of Houghton
                        Mifflin Reading, but also show that these districts had larger gains than the state as a
                        whole for the same time period (2003 to 2004).

                        Evidence:
                         An Independent Two-Year Study of the Effectiveness of Houghton Mifflin Reading
                                  After using the HMR/ALL program for one year, a cohort of third grade
                        students made statistically significant gains in vocabulary skills as measured by the ITBS.
                        The HMR/ALL students made gains over the course of a school year that would be
                        expected for the average student, while the comparison students did not.
                                  After using the HMR/ALL program for two years, the gains were even greater
                        for a second cohort of third grade students. Again, the HMR/ALL students kept pace with
                        the test publisher's expectations for growth, while the comparison students did not.
                                  The significant difference in gain scores in vocabulary favoring HMR/ALL
                        students and the corresponding effect size suggest that there are educationally meaningful
                        differences in growth in achievement in vocabulary between HMR/ALL students and
                        students using the other reading programs.



Kentucky Department of Education 2005                                Text in blue is from the Textbook Reviewers
                          An Analysis of the Effects of Using Houghton Mifflin Reading on Reading Test Scores
                          in Chicago Public School
                                    In schools using the Houghton Mifflin reading programs, the percentage of
                          students scoring at or above national norms increased during the first year the program
                          was implemented (implementation years varied from 1998 to 2001).
                                    When comparing results from the year before implementation with 2002 results,
                          gains in Houghton Mifflin schools were apparent for each year the program was
                          implemented (1998, 1999, 2000 or 2001).
                                    The gains in Houghton Mifflin schools were greater than for the City of Chicago
                          district as a whole for three of the four years examined.
                                    In schools that are greater than 90% Hispanic, schools using a Houghton Mifflin
                          reading program obtained statistically significantly higher reading scores than
                          comparable schools using other programs.

                          An Evaluation of Houghton Mifflin Reading in California 2002-2003
                                    Looking at the results overall, students in Houghton Mifflin Reading (HMR)
                          user districts had significantly higher gains (p < .05) than students in comparison districts
                          using other reading programs, a 5.8 point-gain for HMR students versus a 5-point gain
                          for comparison district students.
                                    Houghton Mifflin second- and fourth-grade students who were economically
                          disadvantaged or from high multicultural districts demonstrated significantly greater
                          reading and language achievement than did their comparison district counterparts, a 6.5
                          gain for HMR students versus a 6-point gain for comparison district students.
                                    In 2002, before HMR was adopted, special education students from HMR
                          districts were performing at lower levels than those from comparison districts. After one
                          year of HMR implementation, however, this trend was reversed, with HMR students
                          scoring higher than comparison students, a 5.8-point gain for HMR special education
                          students versus a 2.7-point gain for comparison district special education students.

                          An Evaluation of Reading Test Performance Before and After Implementation of
                          Houghton Mifflin Reading in Two Colorado Districts
                                    Following the implementation of Houghton Mifflin Reading, Grade 5 student
                          CSAP reading scores in Gilpin County School District increased by 5 points, outpacing
                          the state's gain of 3 points in the same time period: 2003 to 2004.
                                    After one year of using Houghton Mifflin Reading, Montrose students
                          experienced a larger gain (4 points) than those in the state as a whole (3 points).




                                       Overall Strength and/or Weaknesses
Disclaimer: Comments on the strengths and/or weaknesses of each book, material or program were written by
members of the State Textbook/Instructional Materials Review Team and reflect their opinions. They do not reflect
the opinions of the State Textbook Commission nor the Kentucky Department of Education. In addition, the State
Textbook/Instructional Materials Review Team completed each evaluation form during summer of 2005. In order to
maintain the integrity of the review team's comments, editing was limited to spelling and punctuation.
Recommendations:
Summary Form
I.      Technology Component Summary                                                                     1.000.00
        There are two websites mentioned for the students to access. www.eduplace.com has activities related to
        the selections, including vocabulary support with e.glossary and e. WordGame. An audio CD is available
        for students to listen to the selection. Acce


Kentucky Department of Education 2005                                   Text in blue is from the Textbook Reviewers
II.      Reading Content Summary                                                               1.8700000000000001
         Students' comprehension is assessed with questions provided to the educator in the teacher's edition along
         with practice pages in comprehension. If students are experiencing difficulty with comprehension skills
         then intervention strategies are also provi
         Strategies for flexible groupings are needed.
III.     Writing Content Summary                                                                                 1.92
         The materials include a writing strand along with models, strategies, and daily writing prompts or
         Reading/Writing workshops that are age appropriate.
IV.      Grammar and Spelling Content Summary                                                                    1.50
         Spelling instruction is integrated with some of the words from the weekly selection.
V.       Listening /Speaking / Observing Content Summary                                                         1.00
         Students are given the opportunity to create reports and writing pieces that may be presented.
VI.      Inquiry Content Summary                                                                                 1.00
VII.     Technology Content Summary
         There are two websites mentioned for the students to access. www.eduplace.com has activities related to
         the selections, including vocabulary support with e.glossary and e. WordGame. An audio CD is available
         for students to listen to the selection. Acce
         Some technology resources must be purchased separately.
VIII.    Audience: Teacher Materials Content Summary                                                          1.75
         A Kentucky Core Content Aligned Assessments book is available. Students are able to practice multiple
         choice, on demand, and open response questions. There are multiple diagnostic and cumulative assessment
         resources. A Teacher's Assessment Handbook th
         The practice book must be selected as an option.
         There are leveled readers available but they must be purchased separately or selected as the option.
IX.      Audience : Student Materials Content Summary                                                            1.43
         Students' comprehension is assessed with questions provided to the educator in the teacher's edition along
         with practice pages in comprehension. If students are experiencing difficulty with comprehension skills
         then intervention strategies are also provi
X.       Format Content Summary                                                                               1.14
         The materials include a scope and sequence entitled Skills Across Grakes K-6. A the beginning of the
         theme a list of technology resources and other leveled books given.
         Indexes nor appendices are found in the textbook.
XI.      Ancillary Materials Content Summary                                                                     1.00
         Technology and other resources are indicated at the beginning of each week's lesson plans.
         Glossaries and word games may be found online at www.eduplace.com
         Accomodations for special needs students were limited.
                                            READING CONTENT
Genres are noted at the beginning of each text thus enabling students to become familiar with the genre vocabulary.
Students are exposed to high frequency word lists, leveled readers, and a main story during the week.
Students' comprehension is assessed with questions provided to the educator in the teacher's edition along with
practice pages in comprehension. If students are experiencing difficulty with comprehension skills then intervention
strategies are also provi
Students are given the opportunity to read several selections throughout the week that relate to the main story and to
extend their knowledge of what they are reading,
Students are given the opportunity to respond to the selection by retelling the story, writing about the story, or
answering questions about the story. These activities are included in the students' anthology. They are also given
opportunities to reflec
Students are given a variety of methods to evaluate the text. Critical Thinking skills are noted in the teacher's
edition for each selection.




Kentucky Department of Education 2005                                   Text in blue is from the Textbook Reviewers
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