Instruction and Intervention Elementary Resources

Ancillary Tools and Resources

Ancillary Tools and Resources to Support Implementation of Response to Intervention

Campus Leadership Response to Intervention Data Management Tool (RTI-DMT)

The RTI-DMT was developed to support campus-wide implementation of response to intervention. Download the RTI-DMT as a ZIP file by clicking RTI-DMT.zip. Download it first; do not attempt to open with your browser.

Directions for using the RTI-DMT are provided in the User’s Guide to the Campus Leadership RTI-DMT. Download the User’s Guide to understand how to use and implement the Campus Leadership RTI-DMT. A printer friendly version is also available here. When printing from this version, be sure to select the black and white option on your printer.

Please take a moment to answer two questions on the Campus Leadership RTI-DMT to help inform our work. Your feedback is greatly appreciated. Please click here to take survey

Reading Resources List: Grades K-12

This list of websites includes links to governmental, university, organizational and/or nonprofit entities and is intended to provide educators, parents, and other stakeholders with a collection resources to support reading instruction.

Response to Intervention: Reading

Learn about Response to Intervention and its legislative basis – No Child Left Behind (NCLB) and Individuals with Disabilities Education Act. An overview of a 3-tier reading model is provided, including several video clips.

Differentiated Instruction

“How Does Small-group Reading Instruction in Tier I Differ From Small-group Reading Instruction in Tier II?” demonstrates, with the use of video examples, differences between Tier I and Tier II small group reading instruction.

Elementary 90-Minute Reading Block Template
This Elementary 90-Minute Reading Block template provides a tool for educators to use to plan reading instruction.

Collaborative Instructional Log for students receiving intervention

National Reading First has developed this tool to manage information regarding specific intervention that is provided to a student.

Collaborative Instructional Log for students with IEPs who are receiving intervention

National Reading First has developed this tool to manage information regarding specific intervention that is provided to students with IEPs.

Beginning Reading Instruction: Components and Features of a Research-Based Reading Program

The Texas Education Agency published this resource describing important aspects of effective reading instruction, as well as elements of classroom and administrative support for effective instruction.

Comprehension Instruction

Developed through the Texas Reading Initiative, this booklet provides information on effective reading comprehension instruction.

Guidelines for Examining Phonics & Word Recognition

Also developed through the Texas Reading Initiative, this booklet provides guidelines for examining phonics and word recognition instruction.

Research-Based Content Area Reading Instruction

Another in the series of materials developed through the Texas Reading Initiative, this resource focuses on reading instruction in the content areas.

Promoting Vocabulary Development: Components of Effective Vocabulary Instruction

Also developed through the Texas Reading Initiative, this resource focuses on vocabulary.

The National Mathematics Panel: Implications for Policy and Practice

Dr. Russell Gersten shares the framework of the National Mathematics Panel and the Panel’s charge. Dr. Gersten also discusses the Panel’s major findings, key messages, and implications for specific school-improvement activities.

How Can Educators Collaborate to Support Student Success When Implementing Response to Intervention?

This presentation on collaboration focuses on three key concepts: providing a rationale for teacher collaboration, identifying legislation related to general education and special education supporting the need for collaboration and, discussing the  Collaborative Instructional Log that can promote instructional connections between general education, special education, and other programs.

Tool for Analyzing Core Reading Program for Grades K-3

Educators can use A Consumer’s Guide to Evaluating a Core Reading Program, Grades K–3: A Critical Elements Analysis, developed at the University of Oregon, to evaluate their K–3 core reading program in the five critical components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Such an evaluation is a key step in strengthening the core program.

The Florida Center for Reading Research

This site has information for teachers, coaches, administrators, and parents about research-based literacy practices. The teachers’ section includes a variety of student literacy center activities organized by the five critical components of reading.

Texas Primary Reading Inventory Grouping Mats

Educators using the Texas Primary Reading Inventory (TPRI) as an assessment tool may find the TPRI Grouping Mats to be a helpful resource for using the assessment data for instructional planning.

Tejas LEE Grouping Mats

Educators using Tejas LEE as an assessment tool may find the Tejas Lee Grouping Mats to be a helpful resource for using the assessment data for instructional planning.

Materials and Resources to Support Instruction at the Primary Level

This web page has links to materials developed at the Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin to support instruction at the primary level.

Early Mathematics Intervention

This site has information about research-based early mathematics intervention.

The National Mathematics Panel: Implications for Policy and Practice

Dr. Russell Gersten shares the framework of the National Mathematics Panel and the Panel’s charge. Dr. Gersten also discusses the Panel’s major findings, key messages, and implications for specific school-improvement activities.

Using Center Activities to Differentiate Reading Instruction. A Guide for Teachers

This is a guide for K–5 classroom teachers. It contains a wide range of Student Center Activities (SCAs ) designed to engage students during small-group work.

Bilingual Spanish Lessons and Activities from the Online Teacher Reading Academies (OTRA)

Here is a collection of lessons, tips, and techniques extracted from the Online Teacher Reading Academies for each of the five critical reading components.

Lectura Proactiva Para Principiantes

Here you will find a series of teacher and student booklets to support intensive small group instruction for Spanish speaking students.

Spanish Centers for Reading K-3

Here you will find samples of Spanish reading centers in four of the five reading components to support independent practice for students in bilingual classrooms.

Instructional Routine in Comprehension: Before Reading (Spanish)

The purpose of this activity is to develop comprehension by making predictions with expository texts. It was adapted from the Florida Center for Reading Research http://www.fcrr.org.

Instructional Routine in Comprehension: When and Where Questions (Spanish)

The purpose of this activity is to support comprehension in the early grades by answering lower-level type questions with both expository and narrative texts. It was adapted from the Florida Center for Reading Research http://www.fcrr.org.

Instructional Routine in Comprehension: Why Questions (Spanish)

The purpose of this activity is to support comprehension in the early grades by answering higher-level type questions with both expository and narrative texts. It was adapted from the Florida Center for Reading Research http://www.fcrr.org.

Scaffolding Strategies in Comprehension for the Bilingual Classroom (Spanish)

This podcast describes three scaffolding options to support comprehension of expository text for emergent readers, based on a research-based model of explicit instruction.

A Resource Teacher’s Vision on Response to Intervention

In this slideshow, Evelyn Thompson, the 2010 Region 12 Elementary Teacher of the Year, shares her vision on Response to Intervention and describes some of the tools she has used with struggling students.

English Language Proficiency Standards

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

Using Student Achievement Data to Support Instructional Decision Making

This practice guide was released by the National Center for Education Evaluation and Regional Assistance at the Institute for Education Sciences. It provides a framework for using student achievement data to support instructional decision making, including how to adapt lessons or assignments in response to students’ needs, and how to alter classroom goals or objectives or modify student-grouping arrangements.

Extensive Reading Interventions in Grades K– 3: From Research to Practice

The Center on Instruction has published this brief on reading interventions for grades Kindergarten through third.

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

This practice guide was developed by the What Works Clearinghouse for the National Center for Education Evaluation and Regional Assistance, Institute of Education.

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools

This practice guide was developed by the What Works Clearinghouse for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. ciences.

Teaching Reading to Spanish-Speaking Students

This lecture was presented to a graduate class in the Department of Special Education in the College of Education at The University of Texas at Austin.

Instructional Observation Tools

Walkthrough Tools for Observing Aspects of Instruction