The block of time for Reading Workshop consists of whole-group instruction, small-group instruction, and independent reading.
Here are some additional resources specifically useful as extension strategies during the Reading Workshop block.
Groups of students respond to content-related question prompts introducing a topic on stations around the room in a sequential manner. Post questions on chart paper and have the students write responses on the chart like graffiti artists with different types of media.
Key content-related word is written on board for students to spontaneously add words/phrases associated with the topic.
List letters of the alphabet vertically and ask students to write a word, phrase of sentence beginning with that letter of the word that is related to the topic.
Have students individually or in groups write three things they consider important to remember from what they have read; two things they will find out more about; and one thing they will do a project on.
Ticket to Leave
Have students provide a brief written summary of what they have read just prior to the end of the lesson.
Students review the definition of inference and discuss how they make inferences from their books. Then, the teacher plays a video without words for the students and asks what the students think is happening based on what they see. This helps students understand how to use evidence and their schema to determine what is happening. In addition, it present that some inferences can change over time. This strategy will help students to transfer making inferences from a movie to a text to help them comprehend better. At the end of this video, the teacher has students read their books and place a sticky note on the page when they make an inference. This will help the teacher to determine if each student understands how to make a correct inference with a text.
Use Descriptive Books
Use The Very Blue Thingamajig by Narelle Oliver. This book is excellent for teaching about visualizing because of the rich descriptive text about the physical characteristics of the very blue thingamajig. Read the story without showing the pictures as the children draw the images you describe through text. Share their pictures and see their wonder and joy as they reveal their artwork.
Model how to fold a piece of paper, accordion style, so that it has 4–5 sections and forms a fan. Then provide each student with a piece of paper, inviting them to create their own fold-a-fan. Explain that you will be using the fans to track how a reader’s thinking can change from the beginning of a story to the end.
Begin reading. After reading the beginning of a story, work with students to write their thoughts about a character, the plot, or another topic from the text in the first section of the fan. As you read the story, stop periodically, to fill in fan with new thoughts or information. At the end of the lesson, use the final section of the fan to write down how their thoughts changed by the end of the story. Write an Ever-Changing Book Review.
Try a Brain Squeeze
Collect three pieces of paper each with a large thought bubble. Each thought bubble should be labeled 1, 2, and 3. Start by previewing the text. Identify the topic. Then ask students to “squeeze” their brains to let out all the information they know, or think they know about the topic. Record all their information inside of the first thought bubble.
Begin to read the text. When you have read approximately half of the text, tell the students it’s time to “squeeze” their brains again. Write the new information inside of the second thought bubble.
Last, finish reading the book. Then invite students to “squeeze” their brains one final time. Record the information inside of the third thought bubble.
The most important thing to do while reading is to think and react. Are you really reading if you’re not thinking? Use a chart with 4 columns: reminds me of, I wonder, I think, I feel. Use Post-it notes to respond to the text under each column. For beginning readers use pictures for older readers write responses. This activity has students making connections, asking questions, making inferences to encourage them to try these out themselves. The chart also includes “having feelings” – which might be considered both making connections and making inferences. This helps children recognize that their emotional reactions are as important as their cognitive ones.
Move to Infer
Write up a set of movement cards (e.g. a cat stalking). Students choose a card and dramatize the movement. Students infer what is acted out. Students must share what helped them make their inference.
Reading Between the Lines
Teacher takes an enlarged section of text. Read text aloud pausing to ask, “So what is really going on?” (inference). Teacher models finding clues in the text to support thinking. Demonstrate how prior knowledge helps to make inferences. Continue reading and making inferences. Prompts can include:
Four types of questions are examined in the QAR:
Depth of Knowledge Question Stems
Timed Pair Reading
Partner students and have each take turns reading the same passage aloud to each other for one minute. Each in turn marks where he/she stops. They repeat the same reading three times, each taking turns (each time they read they will cover more words in their reading).
Repeated readings help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Have students practice reading by rereading short passages aloud to promote fluency. Chose a short poem and project it on the board. Read the poem aloud several times while your students listen and follow along. Take a moment to discuss your reading behaviors such as phrasing (i.e. the ability to read several words together in one breath), rate (the speed at which we read), and intonation (the emphasis we give to particular words or phrases). Students to engage in an “echo reading,” in which you read a line and all the students repeat the line back to you. Following the echo reading, have students read the entire poem together as a “choral read.”
Pathways 2.0 Writing Workshop block is designed to provide learners with opportunities to write daily for extended periods of time.
The links here take you to a wealth of videos to give you ideas of how to extend different strategies.
In Pathways 2.0 Word Study encompasses Phonemic Awareness, Phonics, Spelling, and Vocabulary instruction.
Here are some additional resources specifically useful as extension strategies.
WORD STUDY STRAGIES
Periodically ask students to find a sentence in a passage which contains a specific grammatical feature (transition word, complex sentence, etc.)
Copy or adapt part of a familiar text and enhance a targeted aspect of language by capitalizing, underlining, color coding, or bolding that feature. Have students read aloud and/or create new sentences with that feature.
Choose a favorite well written picture book. On Monday paste one sentence from the book into your mentor sentence journal. Write notice above the sentence Tuesday rewrite the sentence with a space in between and diagram the sentence (nouns underline in red, verbs circle in green, adjectives color in orange, adverbs triangle in blue etc.) Wednesday revise the sentence how can you make this sentence better by substituting wow words and adding adjectives etc. Thursday imitate the sentence with a new topic by writing one of your own. Friday perform, test, read, improve—celebrate your achievements. (See Jivey on TPT for more details or mentor sentence packs)
When teaching a vocabulary word, be sure to review it 24 hours after introducing it; two days after; one week later; and two weeks later.
Two step recycling
Make a set of cards/slips of paper with one/two sentences from the text with a designated word missing. In groups have students find the missing word(s) from the text.
Extension Strategies include training videos in Pathways 2.0 strategies as well as links to professional development videos on mini lesson skills and strategies designed to complement your Pathways 2.0 program.