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Reading Workshop is an essential component of Pathways 2.0, providing instruction as well as time for learners to read daily in meaningful ways. The block of time for Reading Workshop consists of whole-group instruction, small-group instruction, and independent reading. Because of this gradual release of responsibility, learners become proficient readers and are able to transfer skills to other disciplines.
The anchor texts for each thematic unit of Pathways 2.0 are the focus for specific instruction during Reading Workshop. Additionally, engagement with supplemental materials and paired texts extend understanding of the theme topic and targeted literacy standards.
These are short, focused, lessons on a single topic. Topics may include skills, reading behaviors, or comprehension strategies. The structure for the mini-lesson is teach/model and guided practice, followed by independent practice. There are a minimum of three mini-lessons every week.
Interactive Read-Aloud (grades 3-6)
An instructional strategy for teacher modeling and student response, with all learners having access to the text. At strategic times the teacher pauses to demonstrate how an experienced reader engages with text. Additionally, learners respond to questions designed to support the reading standard being addressed or strategies presented in mini-lessons. Interactive read-alouds use text dependent questions to focus on the structure of the text, key ideas and details of the text, and integrating knowledge and ideas.
These are the times learners demonstrate their ability to apply knowledge of word attack skills, fluency, and comprehension while reading at their instructional level. Learners read leveled text at their instructional level. While the groups are homogeneous, they are also flexible. Running records are used to assess and document each student’s growth and needs. Results from the running records inform the specific teaching points learners need.
Literacy centers enable learners to work independently or collaboratively, demonstrating application of specific literacy skills and concepts. They have the flexibility to be portable, temporary or permanent. Literacy centers and independent reading may be scheduled simultaneously with guided reading/small group rotations.
Independent reading allows learners to transfer acquired literacy skills while reading self-selected text. To facilitate fluency, texts are typically chosen based on a student’s instructional or independent reading level. According to Atwell (2014), the teacher’s role is to nudge learners to read for both aesthetic (reading for pleasure) and efferent (reading to learn) purposes. Spiritual development themes can be woven into both types of reading. Independent reading affords an opportunity for assessment, reteaching, and one-on-one direct instruction through teacher-led conferences.
Reading Workshop includes 70–90 minute reading instruction with the following components:
Whole group instruction is designed for 20 minutes including speaking and listening activities utilizing the anchor texts, and a comprehension mini lesson.
Small group instruction is designed for 70 minutes involving guided reading, literacy centers, buddy reading and independent reading.
The reading workshop starts with whole group instruction using the anchor text.
The DLG provides at least three days of whole group instruction. Two days are reserved for completing lesson activities.
Guided reading is the time learners demonstrate their ability to decode, read fluently, and comprehend while reading at their instructional level. Guided reading lessons are not included in Pathways 2.0. It is recommended that teachers use a guided reading program, such as Reading A-Z, since leveled texts and lessons meet the needs and interests of each learner.
Note: NAD has special pricing for Reading A-Z. Contact your conference for information.