About Pathways

Reading Curriculum

Pathways to Reading provides a reading curriculum for large and small group instruction.

A Large Group Manual for Grades K-2 Provides
  • Systematic phonemic awareness and phonics instruction for daily and weekly implementation
  • Instruction that progresses from one syllable to multisyllable strategies
  • Directions on how to integrate PTR instruction into Reader's Workshop, guided reading or basal literacy programs
  • Directions that require the teacher to keep all components of a 'balanced literacy' program in mind, i.e. phonemic awareness, phonics, fluency, vocabulary and comprehension
A Small Group Manual and Sample Small Group Folder
for Grades K-2 Provide
  • A framework for teachers to assess and assist the development of student reading skills through small group instruction
  • A six day lesson cycle that balances skills practice with application of skills to reading in context
  • A model of context reading that includes attention to:
    • Decoding fluency and accuracy
    • Oral reading with phrasing and expression
    • Comprehension strategies for interacting with the meaning of text
    • Assistance in matching reading materials to students by assessing a book's 'level' and decoding demands
  • PTR assessments and daily observation notes that help the teacher to plan and pace instruction along a continuum of reading skills that progress from simple to complex
  • Directions on how to recognize and respond to student errors related to phonemic awareness, phonics and/or visual memory in both spelling and decoding
  • Samples of scaffolded questions as a means of responding to student decoding and spelling errors
  • Reproducible materials (free download from website) for decoding and spelling practice
An Assessment Booklet for Grades K-2 Provides
  • Measures of phonemic awareness and phonics through spelling and reading.
  • Instruction for teachers on how to determine if a reading or spelling error is caused more by a phonemic awareness, phonics or visual memory.
  • Spelling measures that are administered to a whole group.
  • Reading mesures that are administered one on one for 1 minute.
  • Measures that give more detail as to why students are identified as 'at risk' by DIBELS or AIMSweb.

First Grade and Second Grade Spelling Curriculums

First and Second Grade Spelling Curriculums
Have the Following in Common
  • Words are High Frequency words (1-200 first grade, 201-400 2nd grade) per Dr. Edward Fry
  • High frequency words are organized by phonetic elements
  • Non-phonetic high frequency words are included by order of frequency in print
  • Lessons approach spelling as involving three processes:
    • Phonemic awareness (ability to segment words into phonemes)
    • Phonics knowledge (ability to associate a spelling with a sound)
    • Visual memory (ability to visualize the 'dictionary' spelling)
  • Lessons involve reading and writing with the identified words
  • Lessons are designed to teach/review phonics elements in progression from simple to complex and from one syllable to multisyllable words
Second Grade Spelling Lessons Have Two Purposes
  • Students review phonemic awareness and phonics concepts taught in the first grade while learning a set of high frequency words
  • Students extend spelling concepts to include common prefixes and suffixes at the multisyllable level

Intermediate Manuals: Intervention of Reading Difficulties Third Grade and Above

The Intermediate Small Group Manual, Assessment Booklet and
Small Group Folder for Remedial Small Group Work
Grades 3 and Above Provide
  • A framework for teachers to assess and assist the development of student reading skills through small group instruction
  • PTR assessments that help guide instruction and measure growth
  • Assistance in the use of a variety of standardized and normed assessments
  • A six day lesson cycle that balances skills practice with transfer of skills to reading in context
  • A model of context reading that includes attention to:
    • Decoding fluency and accuracy
    • Oral reading with phrasing and expression
    • Comprehension strategies for interacting with the meaning of text
    • Assistance in matching reading materials to students by assessing a book's 'level' and decoding demands
  • PTR assessments and daily observation notes that help the teacher to plan and pace instruction along a continuum of reading skills that progress from simple to complex
  • Directions on how to recognize and respond to student errors related to phonemic awareness, phonics and/or visual memory in both spelling and decoding
  • Samples of scaffolded questions as a means of responding to student decoding and spelling errors
  • Reproducible materials (free download from website) for decoding and spelling practice