J.L. Mann: Read 180 Scope and Sequence (2025–2026)

HMH Read 180

HMH Read 180 is an intensive reading intervention program designed to support students who are reading below grade level. Through personalized instruction, engaging texts, and adaptive technology, Read 180 helps students build foundational skills in reading comprehension, vocabulary, fluency, and writing. The program meets students where they are and accelerates their progress, providing them with the tools they need to become confident, independent readers.

High School Reading Elective Standards

·       The student uses a variety of word recognition strategies. The student is expected to:

·       The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

·   Expand vocabulary by reading, viewing, listening, and discussing;

·       Determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies;

·       The student reads for a variety of purposes with multiple sources, both narrative and expository. The student is expected to:

·       Read functional texts to complete real-world tasks such as job applications, recipes, and product assembly instructions;

·   Read to complete academic tasks;

·       Read using test-taking skills such as highlighting, annotating, previewing questions, noticing key words, employing process of elimination, allotting time, and following directions;

·       Read to gain content/background knowledge as well as insight about oneself, others, or the world; and read for enjoyment.

·   The student comprehends texts using effective strategies. The student is expected to:

a. use prior knowledge and experience to comprehend;

b. determine and adjust purpose for reading;

c.  self-monitor reading and adjust when confusion occurs by using appropriate strategies;

d. summarize texts by identifying main ideas and relevant details;

e. construct visual images based on text descriptions;

f.       use study skills such as previewing, highlighting, annotating, note taking, and outlining; and

g. Use questioning to enhance comprehension before, during, and after reading.

· The student draws complex inferences and analyzes and evaluates information within and across texts of varying lengths. The student is expected to:

· Find similarities and differences across texts, such as explanations, points of view, or

themes;

· Identify explicit and implicit meanings of texts;

·  Support inferences with text evidence and experience;

·  Analyze text to draw conclusions, state generalizations, and make predictions supported by text evidence; and distinguish facts from simple assertions and opinions.

· The student reads with fluency and understanding in increasingly demanding and varied

texts. The student is expected to:

a.     read silently or orally, such as paired reading or literature circles for sustained periods of time; and

b. Adjust reading rate based on the purpose for reading.

· The student formulates and supports responses to a wide variety of texts. The student is expected to:

a.     respond to text in multiple ways such as discussion, journal writing, performance, and visual/symbolic representation;

b. support responses with prior knowledge and experience; and

c.  support responses with explicit textual information.

· The student reads and responds to informational texts. The student is expected to:

a. generate relevant and interesting questions;

b.     use text features and graphics to form an overview to determine where to locate information;

First Semester (August- December)

Workshop 10: Seeking Refuge

Comprehension Skills

Foundational Skills

Writing and Convention Skills

·        Identify the central idea and details

·        Make inferences and cite evidence

·        Identify and analyze the author’s purpose

·        Analyze people, events, and ideas

·        Analyze visual content

·        Use word strategies

·        Analyze point of view and setting

·        Analyze meaning and tone

·        Read compound words

·        Latin Roots

·        Synonyms and antonyms

·        Narrative paragraph

·        Narrative essay

·        Transitions to convey sequence

·        Use punctuation for effect

First ½ of Workshop 11: More Than Words

Comprehension Skills

Foundational Skills

Writing and Convention Skills

·        Identify the central idea and details

·        Analyze visual content

·        Contrast points of view

·        Identify text structure

·        Summarize and cite text evidence

·        Compare authors’ purposes

·        Use word strategies

·        Make inferences

·        Analyze author’s craft

·        Analyze figurative

language

·        Analyze character, plot, and theme

·        Read multisyllable words

·        Greek roots

·        Denotation and connotation

·        Argument paragraph

·        Argument essay

·        Transitions to clarify relationships

·        Use parallel structure

Second Semester (January- May)

Second ½ of Workshop 11: More Than Words

Comprehension Skills

Foundational Skills

Writing and Convention Skills

·        Identify the central idea and details

·        Analyze visual content

·        Contrast points of view

·        Identify text structure

·        Summarize and cite text evidence

·        Compare authors’ purposes

·        Use word strategies

·        Make inferences

·        Analyze the author’s craft

·        Analyze figurative

language

·        Analyze character, plot, and theme

Workshop 12: Reign of Terror

Comprehension Skills

·       Identify the central idea and details

·       Cite text evidence

·       Analyze visual content

·       Analyze people, events, and ideas

·   Make inferences

·       Use word strategies

·   Identify authors’

Foundational Skills

Writing and Convention Skills

·       point of view

·       Identify text structure

·       Identify and analyze literary elements

·   Analyze character, theme, and plot

·   Identify base words

·       Word families

·       Idioms

·       Informative paragraph

·       Informative essay

·   Transitions to convey sequence

·       Use punctuation for effect

Instructional Materials

HMHCO Read 180 Stage C

·        Read multisyllable words

·        Greek roots

·        Denotation and connotation

·        Argument paragraph

·        Argument essay

·        Transitions to clarify relationships

·        Use parallel structure