Resources
Tier I Text
Writing About Tier I Text

Note: Dates in square brackets represent the last update date.
Links without dates link to dynamic files.

Training Materials

Materials PDFs

Text Graphic Organizers
Foundational	Primary	Advanced	Writing About Text
Teacher Planning - English
Narrative (TEF) [9/19/22] Narrative with Sticky (TEF) [9/19/22] Narrative - Fillable (TEF) [9/19/22] Informational (TEF) [9/19/22] Informational with Sticky (TEF) [9/19/22] Informational - Fillable (TEF) [9/19/22] [0/0/]	Narrative (TEP) [9/19/22] Narrative with Sticky (TEP) [9/19/22] Narrative - Fillable (TEP) [9/19/22] Informational (TEP) [9/19/22] Informational with Sticky (TEP) [9/19/22] Informational - Fillable (TEP) [9/19/22] Informational-2 (TEP) [9/19/22] Informational-2 with Sticky (TEP) [9/19/22] Informational-2 - Fillable (TEP) [9/19/22]	Narrative (TEA) [9/19/22] Narrative with Sticky (TEA) [9/19/22] Narrative - Fillable (TEA) [9/19/22] Informational (TEA) [9/19/22] Informational with Sticky (TEA) [9/19/22] Informational - Fillable (TEA) [9/19/22] Advanced Lesson Plan (TEA) [9/19/22] Advanced Lesson Plan - Fillable (TEA) [9/19/22]	Use organizers from appropriate model (on the left).
Teacher Planning - Spanish
Narrative (TSF) [9/19/22] Narrative with Sticky (TSF) [9/19/22] Narrative - Fillable (TSF) [9/19/22] Informational (TSF) [9/19/22] Informational with Sticky (TSF) [9/19/22] Informational - Fillable (TSF) [9/19/22] [0/0/]	Narrative (TSP) [9/19/22] Narrative with Sticky (TSP) [9/19/22] Narrative - Fillable (TSP) [9/19/22] Informational (TSP) [9/19/22] Informational with Sticky (TSP) [9/19/22] Informational - Fillable (TSP) [9/19/22] Informational-2 (TSP) [9/19/22] Informational-2 with Sticky (TSP) [9/19/22] Informational-2 - Fillable (TSP) [9/19/22]	Narrative (TSA) [9/19/22] Narrative with Sticky (TSA) [9/19/22] Narrative - Fillable (TSA) [9/19/22] Informational (TSA) [9/19/22] Informational with Sticky (TSA) [9/19/22] Informational - Fillable (TSA) [9/19/22] Advanced Lesson Plan (TSA) - [TBA]	Use organizers from appropriate model (on the left).
Foundational	Primary	Advanced	Writing About Text
Student - English
Narrative (SEF) [9/19/22] Informational (SEF) [9/19/22] Kindergarten Narrative (SEF) [12/12/22] Kindergarten Informational (SEF) [12/12/22]	Narrative (SEP) [9/19/22] Informational (SEP) [9/19/22] Informational-2 (SEP) [9/19/22]	Narrative (SEA) [9/19/22] Informational (SEP) [9/19/22]	Use organizers from appropriate model (on the left).
Student - Spanish
Narrative (SSF) [9/19/22] Informational (SSF) [9/19/22] Kindergarten Narrative (SSF) [12/12/22] Kindergarten Informational (SSF) [12/12/22]	Narrative (SSP) [9/19/22] Informational (SSP) [9/19/22] Informational-2 (SSP) [9/19/22]	Narrative (SSA) [9/19/22] Informational (SSA) [9/19/22]	Use organizers from appropriate model (on the left).
Other
T1Text Bookmark [9/8/15]	T1Text Bookmark [9/8/15]
Coaching Forms
	Read-To (CFP) [11/29/22] Echo (CFP) [1/30/23] Partner (CFP) [1/30/23]	Echo (CFA) [1/27/23] Choral (CFA) [1/27/23]
Self-Reflection/Peer Observation Forms
Read To (SRPF&P) [1/31/23] Echo (SRPF&P) [2/1/23]	Read To (SRPF&P) [1/31/23] Echo (SRPF&P) [2/1/23]	Echo (SRPA) [11/17/22] Choral (SRPA) [2/2/23]	WAT [10/22/21]
Prompts & Frames
			Planner [11/4/17] Information Summary [8/21/17] Main Idea Paragraph [12/5/22] Student AP [12/5/22] Sample Writing Prompt Organizer & Frame [12/5/22]
Take Homes Note: Not all activities described in the take homes are intended to be done during FORI/QtA reading time.
Foundational	Primary	Advanced	Writing About Text
Take Home 1F [9/17/16] Take Home 2F [10/10/16] Take Home 3F [10/10/16]	Take Home 1P [9/2/19] Take Home 2P [12/29/18] Take Home 3P [12/29/18] Take Home 4P [12/29/18] Take Home 5P [12/29/18] Take Home 6P [1/15/18] Take Home 7P [2/28/19] Take Home 8P [10/30/18]		Take Home 1W [8/20/19] Take Home 2W [9/26/19] Take Home 3W [8/20/19] Take Home 4W [12/6/18] Take Home 5W [12/6/18] Take Home 6W [8/20/19]

Posters

Good Reader Posters

Videos

USOE Reading Software Resources

HB513 USOE Reading Software Overview

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.). Writing About Tier I 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). Kids Need to Read Within Instruction. Retrieved from https://shanahanonliteracy.com/blog/kids-need-to-read-within-instruction

Shanahan, T. (2015, May 13). How Much Text Complexity Can Teachers Scaffold? Retrieved from https://shanahanonliteracy.com/blog/how-much-text-complexity-can-a-teacher-scaffold

Shanahan, T. (2015, Apr. 23). Round Robin by Any Other Name... Oral Reading for Older Readers. Retrieved from https://shanahanonliteracy.com/blog/round-robin-by-any-other-name-oral-reading-for-older-readers

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

UURC News: Early StepsSM and Next StepsSM are evidence-based with .5 - 1.2 effect sizes

ResourcesTier I TextWriting About Tier I Text

Note: Dates in square brackets represent the last update date.Links without dates link to dynamic files.