The Structured Literacy lessons in HMH Into Reading are purposefully designed to align with the science of reading and the principles outlined in LETRS (Language Essentials for Teachers of Reading and Spelling). These lessons are not isolated skill drills but integrated, research-based routines that ensure students receive the explicit, systematic, and sequential instruction necessary for developing strong literacy foundations. As noted in the LETRS & HMH Into Reading Alignment document, the program supports all strands of Scarborough’s Reading Rope—phonological awareness, phonics, vocabulary, comprehension, and fluency—and uses consistent routines that directly reflect the LETRS phonics lesson structure.

Each phonics lesson in Into Reading follows a format modeled after the LETRS Phonics Lesson Template. It begins with a review of previous skills, ensuring retention and readiness to build upon prior knowledge. Teachers then state the lesson goal, setting a clear purpose and expectation. Phonological awareness practice comes next, strengthening students' ability to manipulate sounds orally—an essential precursor to phonics instruction. The teacher then introduces the new concept explicitly, modeling the target phonics pattern and providing clear examples in the “I Do” phase.

After direct instruction, students move into guided practice (“We Do”), where they engage with the new concept through teacher-supported reading, writing, and word manipulation activities. This is followed by independent or extended practice (“You Do”), where students apply their learning through games, word sorts, or writing tasks, reinforcing mastery. The lesson includes dictation practice, supporting encoding and spelling, and helps connect decoding to writing. 

In addition, the lessons explicitly teach irregular high-frequency words (often called “heart words”) using techniques recommended by LETRS to ensure students recognize and retain these critical non-decodable words. Finally, students read connected, decodable text that is carefully aligned with taught patterns, allowing them to apply their phonics knowledge in authentic reading experiences that support fluency and comprehension.