Session 4: Elementary
Facilitator’s Guide: Building Readers
Sequence of Sessions
Targets for this Session

I can analyze the Recommendations for Teaching the Foundational Reading and Language Standards to determine
the impact on my classroom practice.

I can describe the relationship between improved literacy performance and instructional focus on reading foundations
skills and language standards.
High-Level Purpose of this Session

This session will introduce participants to an important supplement to the modules: the Foundational Reading
Supplemental Materials for Grades 3-5. This resource is intended to support literacy instruction beyond module instruction
and ensure that students meet all of the Common Core standards. Accountable independent reading, fluency practice,
grammar, word study, vocabulary and additional work with complex texts will be addressed.
Related Learning Experiences
 Participants should have an understanding of the structure of the modules.
Key Points


Struggling readers need to engage with complex texts.
An understanding that literacy instruction occurs at other times during the school day, not only during ELA Module instruction.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
 I can analyze the Recommendations for Teaching the
Foundational Reading and Language Standards to
determine the impact on my classroom practice.

How will we know that they are able to do this?


Discussion
Synthesis for Teams
I can describe the relationship between improved literacy
performance and instructional focus on reading
foundations skills and language standards.
Session Overview (10:45-12:00; 75 minutes)
Section
Time
Overview
Prepared Resources
Facilitator’s Preparation
Introduction and
Overview of
Materials
13 min
In this section, participants PPT_ Building Readers_ 4Elem _ NTI814
will be introduced to the
learning targets, react to a Recommendations for Teaching RF and
quote and be introduced to LS_4Elem_NTI814
the recommended
materials for supplemental
ELA instruction.
Model Lesson
28 min
In this section, participants
will experience a whole
group model lesson based
on the Foundational
Reading and Language
Standards materials. This
will allow participants to
familiarize themselves with
a lesson that supports the
mastery of select language
standards.
Recommendations for Teaching RF and
LS_4Elem_NTI814
Strips_ One Well_4Elem_NTI814.pdf (strips cut
and put into envelope; one envelop per 10
participants)
Excerpt_ One Well_4Elem_NTI814.pdf
One folder on each table with copies of 10
pictures in each folder
Chart paper
Markers
Model Center
Lessons
35 min
In this session, participants
will read and reflect on the
need for complex texts,
especially for struggling
readers. Participants will
then have another
opportunity to experience
lessons through center
work.
Aspects of ComplexText_4Elem_NTI814.pdf
Cloze_4Elem_NTI814.pdf
Sentence Strips_4Elem_NTI814.pdf (cut up and
put in envelope; one envelope per participant)
Key Sentence Strips_4Elem_NTI814.pdf
Vocabulary_4Elem _NTI814.pdf
Synthesis and
Action Planning
10 min
Participants will reflect on Learning Targets Notes_4Elem _NTI814
and synthesize their
learning by adding to their Synthesis_Teams_NTI814
Action Planning Task Card.
Session Roadmap
Section 1: Introduction and Overview
Time: 10:45-10:58
[13 min] In this section, participants will be introduced to the
learning targets, react to a quote and be introduced to the
recommended materials for supplemental ELA instruction.
Materials
PPT_ Building Readers_ $Elem _ NTI814
Recommendations for Teaching RF and LS_6N_NTI714
Time
2 min
Slide #/Pic of Slide
Script/Activity directions
Grouping
PPT Slide #1, #2
Welcome participants to this first session of Day 2. Introduce the
two learning targets for this session:
 I can analyze the Recommendations for Teaching the
Foundational Reading and Language Standards to
determine the impact on my classroom practice.
Whole group

6 min
PPT Slide #3
I can describe the relationship between improved
literacy performance and instructional focus on reading
foundations skills and language standards.
Display quote by on the PPT slide:
In the past, proficiency such as comparing and contrasting two
grade-level texts might be given as a fifth-grade standard but what
Split tables
was meant by grade-level text was never defined. Not only is there
a standard devoted specifically to students’ ability to read
increasingly more complex text but explicit guidelines are
given in the form of quantitative indices in Appendix A and in
illustrations of exemplar texts in Appendix B. An emphasis on
increasing capacity with complex text makes perfect sense and we
can only ask why it has been ignored for the past several decades.”
PPT Slide #4
5 min
PPT Slide #5-#12
Participants introduce themselves to split tables by sharing name,
role and work location. Participants should add to their
introductions, “ I agree with Hiebert’s last statement in the quote
because….” Or “I disagree with the last statement because…”
Participants will view PPT slides regarding the structure of the
foundational reading and language standards materials. It is
imperative for participants to understand that the
Recommendations for Teaching Language Standards and
Reading Foundations for Grades 3-5 is meant to supplement
the module lesson in order to create a cohesive literacy
experience for ALL students. The module lesson at this level
is designed for 60 minutes of instruction. These materials
advise teachers how to structure the remaining literacy block.
Important points:
 The 3-5 resource booklet includes an Overview and 5
components: Word Study Criteria; Additional Work with
Complex Text; Fluency Resources; Show the RuleTM
Strategy (grammar and usage strategies); Independent
Reading
 The Overview includes: description of resources in packet; a
sample schedule; a list of examples of where the RF and L
standards live within the 2B Modules
Show PowerPoint slides. The slides are self-explanatory and
explain key points of each tab of the Recommendations booklet.
Whole group
Section 2: Model Lesson
Time: 10:58-11:25
[28 minutes] In this section, participants will experience a whole
group model lesson based on the Foundational Reading and
Language Standards materials. This will allow participants to
familiarize themselves with a lesson that supports the mastery
of select language standards.
Materials:
Recommendations for Teaching RF and LS_6N_NTI714
Strips_ One Well_4Elem_NTI814.pdf (strips cut and put into
envelope; one envelop per 10 participants)
Excerpt_ One Well_4Elem_NTI814.pdf
One folder on each table with copies of 10 pictures in each folder
Chart paper
Markers
Time
Slide #/Pic of Slide
Script/Activity directions
Grouping
2 min
PPT Slide #13
Tell participants they will experience a whole group model lesson
based on the Foundational Reading and Language Standards
materials. This will allow familiarization with a lesson that supports
the mastery of select language standards. Ask them to please hold
questions until the mini-lesson is complete.
Whole group
PPT Slide #14
Display the following two sentences on the ppt. slide:

The panda bear eats shoots and leaves.

The panda bear eats, shoots, and leaves.
Ask participants: “How is the meaning of each of these sentences
different? As a reader, what helps us figure out the differences?”
2 min
PPT Slide #15
Say: “In order for people to understand your writing (which is the
whole purpose of writing!), you must follow certain rules.”
Share the long-term learning target PPT slide:
Whole group

I can use grammar conventions to send a clear message to
the reader.
Define grammar conventions as rules for written and spoken
language. Ask participants to think-pair-share: “Why is it important
for writers to follow language rules while writing?” Call on a few
participants to share their thinking.
PPT Slide #16
Share the two learning targets for this mini-lesson:

4 min
PPT Slide #17
3 min
PPT Slide #18
4 min
PPT Slide #19
I can explain what conjunctions are and how they are used
in sentences.
 I can use conjunctions to improve my writing.
Explain that today the class will be learning about a kind of word
called a conjunction. After looking carefully at the conjunctions in an
excerpt from One Well: The Story of Water on Earth, participants
will try to figure out what conjunctions are and how they are used in
sentences.
Ask participants to each take an envelope from the center of the
table. Inside are sentence strips from the excerpt, One Well: The
Story of Water on Earth. Explain that the underlined words are
conjunctions. Ask participants to share some of the sentences and
underlined words on their strips with the group. As they share,
begin recording the conjunctions on chart paper.
Have participants locate the copy of the excerpt: One Well: The
Story of Water on Earth in their Participant’s Notebook. Tell them
they are to be detectives and find the conjunctions (“and,” “or,”
“but,” “so”) as they read. They should highlight or underline the
conjunctions. (NOTE: Tell participants that this is an article that
they would already be familiar with through prior lessons.)
When participants have completed highlighting the words in the
excerpt, ask: “What is the ‘job’ of a conjunction? What rule could go
Whole group;
solo
Solo
Whole Group
with the highlighted words/conjunctions?” Connect these questions
back to the Learning Targets:
8 min
PPT Slide #20
2 min
PPT Slide #21
3 min
PPT Slide #22
PPT Slide #23

I can explain what conjunctions are and how they are used
in sentences.

I can use conjunctions to improve my writing.
As a whole group, invite participants to begin to define the rule.
Guide the discussion, drawing the language of the rule from the
ideas the participants are presenting. The group should generate a
Conjunctions Rule Anchor Chart with a definition similar to the
one below as well as several examples participants noticed in the
text:
A conjunction is a joiner, a word that connects (conjoins) two words,
phrases, or sentences.
Participants should now choose a picture from the folder at the
center of their tables. Encourage them to choose a picture of
interest. They will use these pictures to inspire ideas for their own
creative writing pieces.
With the new rule in mind (conjunctions), invite each participants to
craft a creative piece using the rule as much as possible throughout
the piece. This reinforces the newly acquired knowledge and
provides evidence of the depth of knowledge.
When participants are finished with their writing, ask them to use
their highlighters to “show the rule” throughout the piece.
Have participants now locate the Show the RuleTM self-assessment
rubric in their materials. Participants should apply this rubric to their
writing piece and then share the findings with an elbow partner.
Say: “Once a rule has been added to the chart, everyone is
accountable for following it in all written work. You are now
cumulatively accountable for all of the rules on the chart in all of our
writing across the curriculum. I will emphasize this each time a rule
is added.”
Ink-Pair-Share with this question: Why is it important for writers to
Solo
Solo; pairs
Whole group
follow language rules when writing?
PPT Slide #24
Learning Target Check-in. Have participants use the Thumb-ometer to rate their success with the Learning Targets:
Thumbs-up= I met the target.
Thumbs-sideways= I am making progress towards the target.
Thumbs-down= I still have a lot of work to do before meeting the
target.
Tell participants that this is the end of the model lesson. Ask if any
clarifications need to be made or questions answered.
Section 3: Model Centers Experience
Time: 11:25-11:50
[35 minutes] In this session, participants will read and reflect on Materials:
the need for complex texts, especially for struggling readers.
Aspects of ComplexText_4Elem_NTI814.pdf
Participants will then have another opportunity to experience
lessons through center work.
Cloze_4Elem_NTI814.pdf
Sentence Strips_4Elem_NTI814.pdf (cut up and put in envelope;
one envelope per participant)
Key Sentence Strips_4Elem_NTI814.pdf
Vocabulary_4Elem _NTI814.pdf
Time
15 min
Slide #/Pic of Slide
Script/Activity directions
PPT Slide #25
Display the PPT slide with the CCSS #10: “By the time they
complete high school, students must be able to read and
Grouping
Whole; solo;
pairs
comprehend independently and proficiently the kinds of complex
texts commonly found in college and careers.” Tell participants that
this is why struggling readers need to have access to text that is
grade level appropriate.”
PPT Slide #26
Ask participants to locate the article, Aspects of Text Complexity
Project Why Complex Text Matters by David Liben in their
Participant’s Notebook. Ask participants to read the article and textcode for the following:
 Idea I AGREE with (=)
 Idea I ARGUE with (?)
 Idea I ASPIRE to ()

Allot 10 minutes for reading.
PPT Slide #27
2 min
PPT Slide #28
2 min
PPT Slide #29, #30
When participants are done reading, ask them to turn to a shoulder
partner and share text codes. Additionally, pairs should discuss the
following prompt: “What are the ramifications if we do not ask
struggling readers to engage with complex text?”
Tell participants that they will experience model centers focusing on
additional work with complex text. Ask them to hold on to any
questions that they may have as an educator until the simulation is
over. Tell them will have time at the end to debrief. This is a
simulation of what centers might look like in a classroom however
participants will remain at their tables and complete all 3 centers
without rotating space. Tell participants that you will introduce the
learning targets and give explanations of the activities at each
center.
Tell participants the learning target for Center 1:
 I can construct meaning from the text by completing a
cloze activity.
Show ppt. slide with an example of how to circle the correct word
from the list of 3 choices within an excerpt of complex text
Whole group
Whole group
2 min
PPT Slide #31, #32
2 min
PPT Slide #33, #34
Show ppt. slide with the example of how to locate words within the
text and place them in the appropriate category. Display the slide
with text; tell participants that they are going to locate the words
associated with each category.
Allow participants time to complete the center activities. Circulate
to answer/ clarify questions.
10 min
2 min
Tell participants the learning target for Center 2:
 I can organize and make sense of text by placing
sentences of a paragraph in the correct order.
Show ppt. slide with the example of how to put sentences in correct
order. Tell participants that they will work independently. Each
participant should take an envelope of sentence strips. Then,
participants should place the strips in order on their tables. When
they are finished, they may check their work against the actual
paragraph that is located in their Participant’s Notebook. Remind
participants to NOT look at the actual paragraph until they have
attempted to put their sentences in order
Tell participants the learning target for Center 3:
 I can categorize vocabulary from the text.
PPT Slide #35
Section 4: Synthesis
Show the slide on self-assessment and say: “Now that you have
completed each center activity, grab a sticky note and attach it to
each completed piece of work.
• Write a “+” on sticky if you feel you have met the target of
your center.
• Write a “?” on your sticky if you feel you are making
progress but still have some confusion.
• Draw a heart on your sticky if you put forth effort but are
unsure of how to meet the target.
Time: 11:50-12:00
[10 minutes] In this session, participants synthesize their
Materials:
learning by adding to their Synthesis for Teams notecatcher that
Whole group
Whole group
Solo
Solo
was introduced in Session 1.
Learning Targets Notes_4Elem _NTI814
Synthesis_Teams_NTI814
Time
10 min
Slide #/Pic of Slide
Script/Activity directions
PPT Slide #36
Invite participants to locate the Session 4 Elementary Learning
Targets Notes in their materials. Ask them to silently reflect on their
progress towards this session’s targets:
 I can analyze the Recommendations for Teaching the
Foundational Reading and Language Standards to
determine the impact on my classroom practice.

PPT Slide #37
I can describe the relationship between improved
literacy performance and instructional focus on reading
foundations skills and language standards.
Participants should then work in their school teams to complete
their Synthesis for Teams from Session 1. They should discuss
and answer questions using new thinking from this session.
Turnkey Materials Provided



PPT_ Building Readers_ 4Elem _ NTI814
Recommendations for Teaching RF and LS_4Elem_NTI814
Participant’s Notebook
Grouping
Solo; school
teams