Tier 1 Resources

Note: Dates in square brackets represent the last update date.

Training Materials

Educator Certification data Sheet

Tier 1 Text
Bookmark [9/8/15]
Weekly Lesson Plan / Routines - G2-G4 [12/14/16]
Weekly Lesson Plan / Routines - G4-G6 [12/14/16]
Weekly Lesson Plan / Routines - Secondary Classrooms [8/30/17]
Observation Form - Echo [10/4/16]
Observation Form - Partner [9/22/17]
Observation Form - Read To [10/4/16]
Narrative Text Organizer [9/10/15]
Informational Text Organizer [12/7/15]

Online Teacher Questionnaire
Tier 1 Text Grade 1
Weekly Lesson Plan / Routines - Whole Class [8/28/15]
Weekly Lesson Plan / Routines - Small Group [8/27/15]
Weekly Lesson Plan / Routines - Granite District Specific [9/14/15]
Weekly Lesson Plan / Routines - August/September [10/10/16]
Weekly Lesson Plan / Routines - October/November [10/10/16]
Weekly Lesson Plan / Routines - December/January [10/10/16]
Weekly Lesson Plan / Routines - March/April [2/25/14]
Tier 1 Writing About Text
Weekly Lesson Plan / Routines - G2-G4 [9/20/15]
Weekly Lesson Plan / Routines - G4-G6 [9/20/15]
Observation Form [10/13/17]
Training Content [8/19/16]
Informational Text Organizer [12/7/15]
Prompt - Frame Planner [11/4/17]

Sample Writing Prompt, Organizer & Frame [TIFF file]
courtesy Brenda Roundy, Three Peaks Elementary, Iron District
Tier 1 Basic Word Study
Observation Form [9/12/16]
Tier 1 Advanced Word Study
Advanced Word Study Binder Materials [10/3/17]
Advanced Word Study Word Study Kit [7/21/17]
Pre-Cut & Laminated Word Study Kits
Available from University Printing
Click here!

Session Log [4/24/17]
Repeat Lesson Planning [5/6/17]
Activities Schedule [8/24/17]
Observation Form [10/24/17]
6 Syllable Types "Posters" [9/25/17]
Slap & Spell [9/25/17]
Concept Points For Partners [3/9/16]
 
Module Activities Powerpoints
1.1 - Sort [9/26/17]
1.2 - Shazam [9/26/17]
1.3 - Poison Star [9/26/17]
1.4 - Word Study Check [9/26/17]
2.1 - Sort [9/26/17]
2.2 - Poison Star [9/26/17]
2.3 - Word Study Check [9/26/17]
3.1 - Break, Scoop, & Read [9/26/17]
3.2 - Break, Scoop, & Read [9/26/17]
3.3 - Break, Scoop, & Read [9/26/17]
3.4 - Mind Reader [11/13/17]
3.5 - Find, Write, Read [9/26/17]
3.6 - Concepts Points [11/16/17]
3.7 - Shazam [9/26/17]
3.8 - Shazam [9/26/17]
3.9 - Word Study Check [9/26/17]
4.1 - Sort [11/15/17]
4.2 - Oops [11/13/17]
4.3 - Word Study Check [10/2/17]
5.1 - Break, Scoop, & Read [10/2/17]
5.2 - Break, Scoop, & Read [10/2/17]
5.3 - Find, Write, Read [10/2/17]
5.4 - Break, Scoop, & Read [10/2/17]
5.5 - Sort [11/15/17]
5.6 - Concepts Points [11/15/17]
5.7 - Find, Write, Read [10/20/17]
5.8 - Shazam [10/20/17]
5.9 - Oops [10/20/17]
5.10 - Word Study Check [10/20/17]

Take Homes

Tier 1 Text
#1  #2  #3  #4  #5  
#6  #7  
1 [8/30/17] 2-3 [9/19]
4 [10/8] 5 [10/31] 6 [10/30]
7 [4/10]
Tier 1 Text
Grade 1

#1  #2  #3  
1 [9/17/16] 2-3 [10/10]
Tier 1
Writing About Text

#1  #2  #3  
1 [8/21/17] 2-3 [10/3]
Tier 1 AWS
#1  #2  #3  #4  
Supp.  
1-2 [9/28/17] 3 [11/12/16]
4 [11/16/17] Supp. [11/7]
Note: Not all activities described in the take homes are intended to be done during FORI/QtA reading time.

Posters

Good Reader Posters


Videos


Advanced Word Study Whole Class Module SMART® Board "Notebooks"

Module #1 - Closed Syllable [7/10/17]
[#1 PowerPoint version] [7/12/17]

Module #2 - Rule-Breaking Closed Syllable [7/10/17]
Module #3 - Two Syllables Separated by 2 or More Consonants + Schwa [9/29/17]
3.1   3.2   3.3   3.4   3.5   3.6   3.7   3.8
Module #4 - Open Syllable [10/24/17]
4.1   4.2

Module #5 - Open Syllable [1/5/15]
Module #6 - Open-Closed with 1 consonant [7/14/15]
Module #7 - Closed-Closed with 1 consonant [7/14/15]
Module #8 - Flexibility [7/14/15]
Note: SMART Notebooks dated 9/16 and on reflect the most current AWS scope & sequence.

Free SMART Notebook Interactive Viewer at CNET.com


USOE Reading Software Resources


Data About Training

Educator Response to UURC Tier I Text Practica [8/18/15]

USOE STAR Word Study Manuals

Next StepsSM Word Study Whole Class Lesson Plan [10/15/15]


Wide Reading Resources

  • ReadWorks.org - Non-Fiction Articles
  • Newsela - Non-Fiction Articles with Adjustable Reading Levels
  • Moby Max - Short, High-Interest Grade-Level Texts

Books with Spanish-English cognates

Teachers' Choices Cognate Database


Presentations

Brown, K. (2016, Aug.). Repeated Readings: What Can We Learn From Eye Movements?. Presented at the University of Utah Reading Clinic. [PPT] [PDF]

Robbins, K. (2016, Aug.). UURC Tier I Writing About Text. Presented at the University of Utah Reading Clinic. [PPT] [PDF]
 


Research Base

Beck, I.L., McKeown, M.G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the Author: A Yearling Classroom Implementation to Engage Students with Text. Elementary School Journal, 96 (4), 385-414.

Hillocks, G., Jr. (1987, May). Synthesis of Research on Teaching Writing. Educational Leadership, 44 (8), 71-82.

Kuhn, M.R., Schwanenflugel, P.J., Morris, R.D., Morrow, L.M., Woo, D.G., Meisinger, E.B., Sevcik, R.A., Bradley, B.A., & Stahl, S.A. (2006). Teaching Children to Become Fluent and Automatic Readers. Journal of Literacy Research, 38 (4), 357-387.
[Annotated Abstract]

Schwanenflugel, P.J., Meisinger, E.B., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P. & Morris, R.D. (2006). Becoming a Fluent and Automatic Reader in the Early Elementary School Years. Reading Research Quarterly, 41 (4), 496-522.

Stahl, S.A. & Heubach, K.M. (2005). Fluency-Oriented Reading Instruction. Journal of Literacy Research, 37 (1), 25-60.


Published Application

Kuhn, M.R. & Schwanenflugel, P.J. (2009). Time, Engagement, and Support: Lessons from a Four-Year Fluency Intervention. In E.H. Hiebert (ed.), Reading More, Reading Better 141-160. New York: Guilford. [Annotated Copy]

Kuhn, M.R. & Woo, D.G. (2008). Fluency-Oriented Reading: Two Whole-Class Approaches. In M.R. Kuhn & Schwanenflugel (eds.), Fluency in the Classroom 17-35. New York: Guilford.

Schwanenflugel, P.J., Kuhn, M.R., & Ash, G.E. (2010). Sharing the Stage: Using Oral and Silent Wide Reading to Develop Proficient Reading in the Early Grades. In E.H. Hiebert & D.R. Reutzel (eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers 181-197. Santa Cruz: TextProject, Inc.


Shanahan Support for Tier I Routines

Shanahan, T. (2016, Jan. 4). Happy New Year: Kids Need to Read Within Instruction. Retrieved from http://www.shanahanonliteracy.com/2016/01/happy-new-year-kids-need-to-read-within.html

Shanahan, T. (2015, May 13). How Much Text Complexity Can Teachers Scaffold? Retrieved from http://www.shanahanonliteracy.com/2015/05/how-much-text-complexity-can-teachers.html

Shanahan, T. (2015, Apr. 23). Round Robin by Any Other Name... Oral Reading for Older Readers. Retrieved from http://www.shanahanonliteracy.com/2015/04/round-robin-by-any-other-name-oral.html

Shanahan, T. (2014). How and How Not to Prepare Students for the New Tests. The Reading Teacher, 68 (3), 184-188.