Iowa Reading Research Center Resources

These plans use a famous speech (middle school) and a children's book on frogs (elementary school) as texts and t-chart graphic and semantic web graphic organizers to teach background knowledge. Related blog post.

Activating Background Knowledge Middle School Example Lesson Plan

Activating Background Knowledge Elementary School Example Lesson Plan

These plans provide guided and independent practice on adding details to expand simple sentences. Each plan contains a notes page, a words and phrases bank, and a practice sheet. Related blog post.

Sentence Expanding Elementary School Example Lesson Plan

Sentence Expanding Middle School Example Lesson Plan

Three ways to support struggling writers through sentence framing, expanding, and combining.

Teacher Methods of Supporting Students' Writing

A guide to use when teaching students the Question-Answer Relationship (QAR) strategy to help teachers plan which questions to ask for the four question types and an answer that might be given.

QAR Questions and Answers by Type

Guide your thinking, organize your decisions, and create active practice activities related to explicit vocabulary instruction. This resource is divided into the five major aspects of explicit vocabulary instruction and includes guiding questions to ground your planning in evidence-based practices.

Explicit Vocabulary Instruction Template

Students can use this checklist to classify and generate higher-order questions about a text. These types of questions require analyzing or evaluating the text or creating something new.

Higher-order Questions Checklist

This anchor chart provides examples of students’ responses when asked to consider how they will use question generation inside and outside of the classroom.

Why is it Important to Ask Good Questions?

Students may use this anchor chart to formulate questions about important elements of literary texts.

Important Elements of Literary Texts

This anchor chart (Vanderbilt University Teaching Center, 2016) illustrates and describes the levels of the Revised Bloom’s Taxonomy (Anderson & Kratwohl, 2010). Both students and teachers can use this resource.

Revised Bloom’s Taxonomy

This plan introduces picture-word prompts for practicing writing fluency and modeling how to use them for one-on-one and small-group instruction. Also includes providing students with feedback and progress monitoring. Related blog post.

Sample Plan for Timed Writing Sessions

An introductory guide about using correct writing sequences (CWS) and incorrect writing sequences (IWS) as measures of student writing.

Assessing Student Writing

Teachers can use this graph to record writing goals and progress toward those goals with their students. A partially completed graph is also included to demonstrate how teachers and students can use the tool.

Example Student Graph for Progress Monitoring

Teach students how to recognize sight words, which helps students read effortlessly and focus on decoding difficult words, using this exercise that involves multiple rounds of instruction and practice.

Reading Racetrack Sight Word Activity

A supplemental resource from the Early Literacy Blueprint Initiative, teachers can use this questionnaire to plan appropriate instruction for English learners by gathering information about the student's linguistic background, the language(s) used in the home, and the literacy practices of the family.

Linguistic Context Questionnaire

An example of a fidelity rubric that addresses both structural and procedural fidelity at the global and lesson-specific levels. Note that this example rubric is not intended to be used as an actual fidelity rubric because it does not correspond with a specific intervention.

Example Fidelity Rubric

Varied Practice Passages for Improving Reading Fluency

These Varied Practice passages provide an alternative to Repeated Reading for fluency practice. Rather than reading the same assigned practice three times in succession, as would be done in Repeated Reading, students read three different passages that use similar words.

This guide provides sentence starters for students in fourth grade and older to formulate thoughts and opinions about a book which they can convey verbally for a book recommendation video. Filming tips for teachers are also provided. Videos can be posted for friends to see. Videos like these can be a way to motivate students to read and create something meaningful and useful.

Creating a Book Recommendation Video

This organizer helps readers develop comprehension skills by learning how to ask questions and look for the answers in a text.

"Asking Questions of Readers in the Lower Grades (Pre-Kindergarten-Fourth Grade)" graphic organizer

This organizer helps readers develop comprehension skills by learning how to ask questions and look for the answers in a text.

"Asking Questions of Readers in the Upper Grades (Fifth Grade and Up)" graphic organizer

Using two prompts, users will be able to use this organizer to practice inferencing skills, which are critical for reading comprehension.

"Making Inferences" graphic organizer

This tool helps users organize their thoughts and learn to form opinions about their reading.

"Forming Opinions" graphic organizer

Users of this tool are encouraged to write down their thoughts about a text in four different ways (opinion, reaction, connection, and visualization) and provide reasons from the text for their thoughts.

"What Am I Thinking" graphic organizer

This graphic organizer helps children organize their thoughts about the similarities and differences between a book and a movie telling the same story. Comparing books and their movie adaptations can help motivate students to read and dig deeper into some elements of the text.

Book vs. Movie - Compare and Contrast

CROWD is used to remember the types of basic questions to ask to facilitate dialogic reading: completion, recall, open-ended, “wh” questions, and distancing.

Set of CROWD bookmarks

PEER questions are meant to encourage deeper responses about a text during dialogic reading, leading to a conversation beyond one-word answers.

Set of PEER bookmarks

This guide can be put in every book at home or in the classroom library to help plan new vocabulary and questions you want to include when reading with children in order to facilitate dialogic reading.

Set of Interactive Reading Guide Book Inserts

Help young readers when they encounter unfamiliar word by helping them to look, listen, and think about the word with these questions.

Set of Look, Listen, and Think bookmarks

This guide provides an overall orientation to Colorin Colorado, a national multimedia project offering a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners.

"Fun and Effective Ways to Read to Children" facilitation guide

This facilitation guide features Reading Rockets, a website that provides family members tips for helping kids become successful readers. Information can be searched by age or grade, disability area, and home language.

"Reading Tips for Parents" facilitation guide

This guide explores a collection of searchable digital books available in multiple languages.

"International Children's Digital Library" facilitation guide

This facilitation guide focuses on a section of the Colorin Colorado and Reading Rockets websites that offer at-home activities family members can use to help their children understand the sounds in words.

"Tips for Teaching Your Child About Phonemes" facilitation guide

This checklist outlines the steps family members can take when they have concerns regarding their child’s reading performance.

Parent Support Checklist

The Iowa Department of Education provides letter templates and other documents to assist with implementation of the state’s early literacy laws. The letters are intended to assist schools in communicating with families about universal screening assessments and results.

The documents begin on Page 28 of the “Early Literacy Technical Assistance Appendices.”

By Shawn Datchuk, Ph.D.
Assistant Professor, University of Iowa College of Education

This white paper explains how handwriting assessments can be used to analyze a student’s handwriting and then offers instructional techniques to improve the handwriting of elementary-aged students.

How to Make Handwriting Part of Early Literacy Instruction

By Renita Schmidt, Ph.D.,
Associate Professor, University of Iowa College of Education
Amanda Haertling Thein, Ph.D.,
Associate Professor, University of Iowa College of Education

The authors explain how they go about selecting texts for their afterschool reading club that helps girls grow into strong women through reading books featuring strong female protagonists. They also highlight key practices they have found useful in reading and responding to those texts.

Strong Girls Read Strong Books

By Gwen Marra, Ed.D.

Through read alouds that utilize dialogic reading, children can develop their use of new vocabulary in a meaningful way, make connections between new and previously-learned information, and learn literary elements like character, point of view, and plot.

The Power of Interactive Read Alouds

Related: Blank version of the Dialogic Reading Planning Form included in the report