Tier 1 Text/Writing About Text Resources

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

Training Materials

Educator Certification data Sheet

Grade 1 Tier 1 Text
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]
Elementary Tier 1 Text
Bookmark [9/8/15]
Weekly Lesson Plan / Routines - Short Text [9/13/18]
Weekly Lesson Plan / Routines - Long Text [9/13/18]
Weekly Lesson Plan / Routines - Secondary Classrooms [8/30/17]
Observation Form - Echo [1/29/19]
Observation Form - Partner [1/25/19]
Observation Form - Read To [8/20/18]
Narrative Text Organizer: Blank [9/10/15] - Fillable [1/11/19]
Informational Text Organizer: Blank [12/7/15] - Fillable [6/18/18]

Online Teacher Self-Efficacy Questionnaire
Online Teacher Knowledge Questionnaire
Secondary Tier 1 Text
Weekly Lesson Plan [9/21/18]
Observation Form - Echo + Basic [6/18/18]
Observation Form - Choral + Deep [6/18/18]
Narrative Text Organizer [6/18/18]
Informational Text Organizer [9/13/18]
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 [1/5/18]
Training Content [8/19/16]
Informational Text Organizer [12/7/15]
Prompt - Frame Planner [11/4/17]
Information Summary - Prompt & Frame - Fillable [8/21/17]
Main Idea Paragraph Frame - Fillable [2/26/19]
Student AP Frame - Fillable [2/26/19]

Sample Writing Prompt, Organizer & Frame [TIFF file]
courtesy Brenda Roundy, Three Peaks Elementary, Iron District

Take Homes

Tier 1 Text
#1  #2  #3  #4  #5  
#6  #7  #8  
1 [8/27/18] 2-5 [12/29]
6 [1/15/18] 7 [2/28/19] 8 [10/30/18]
Tier 1 Text
Grade 1

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

#1  #2  #3  #4  #5  
#6  
1 [9/3/18] 2-3 [8/27]
4-6 [12/6]
Note: Not all activities described in the take homes are intended to be done during FORI/QtA reading time.

Posters

Good Reader Posters


Videos


USOE Reading Software Resources


Data About Training

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

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.