Session 1: New to NTI
Facilitator’s Guide: Overview of the 3-8 Modules
Sequence of Sessions
Targets for this Session
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I can describe the foundational characteristics of the modules and component parts.
I can describe how the modules increase in complexity over time.
I can explain why these modules are exemplary models of Common Core alignment.
High-Level Purpose of this Session

Introduce participants to Expeditionary Learning’s curriculum
Related Learning Experiences
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This session is the foundation for any other sessions to follow for new participants.
Key Points
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Participants need an understanding of the structure of the modules in order to carry this work forward in their school/district.
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The modules have been found to be exemplary models of Common Core-aligned curriculum by Achieve using the tri-state
rubric.
The modules are a model curriculum, not a script.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
1. I can describe the foundational characteristics of the
modules and component parts.
2. I can describe how the modules increase in complexity over
time.
3. I can explain why these modules are exemplary models of
Common Core alignment.
How will we know that they are able to do this?
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Listening to conversations and feedback.
Observing while participants work in protocols.
Session Overview
Section
Time
Overview
1. Introduction to
the Modules
17 min
Participants will be
introduced to the norms
and do a self-evaluation.
Participants will receive
a brief overview of
structure and content of
modules via facilitator
Prepared Resources
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PPT_1N_IntrotoMods_NTI714.pptx
Norms for Collaboration_1N_NTI714.pdf
Norms Self Evaluation_1N_NTI714.pdf
Facilitator’s Preparation
Review agendas and
read all documents that
participants will read.
Work through activities
with “participant eyes.”
PowerPoint slides
2. Overview of
Modules (via
Module Sampler)
37 min
Participants will engage
in a 3-2-1 activity while
they are learning about
the modules via the
module sampler. They
will also participate in
discussion with small
groups.
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EL_Prefatory_Material_1N_NTI714.pdf
Notecatcher_1N_NTI714
Module Samplers
Curriculum Maps
3. Synthesis and
Closing
6 min
Participants will
synthesize their learning
from this session
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Participant’s Notebook
Session Roadmap
Section 1: Introduction to the Modules
Time: 9:45-10:02
[17 minutes] In this session participants will be introduced to the Materials used include:
norms of collaboration and do a self-rating scale. Participants will
 PPT_1N_IntrotoMods_NTI714.pptx
receive a brief overview of structure and content of modules via
 Norms for Collaboration_1N_NTI714.pdf
facilitator PowerPoint slides.
 Norms Self Evaluation_1N_NTI714.pdf
Time
Slide #/Pic of Slide
8 min
Script/Activity directions
Grouping

Whole
group, split
tables
PPT slides # 2-7
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Intro slides of “Who We Are” (Expeditionary Learning) (3
min)
 Explain key points of our curriculum to participants as
indicated on Slide 4 (be sure to include: “The
modules have been found to be exemplary models of
Common Core-aligned curriculum by Achieve using
the tri-state rubric.”)
 Emphasize that curriculum is not a script, Slide 5.
Introduce participants to learning targets for this NTI for
all sessions.
[Facilitator Note: Take a few minutes to set the purpose
and tone for this NTI. Say something like, “This NTI will
focus on the rationale for, and ways to implement, each
foundational component of the ELA modules. This
includes the structure of the modules, using protocols to
enhance collaborative conversations, student-engaged
assessment, close reading, using models, critique and
descriptive feedback to strengthen writing, and
recommendations for a cohesive literacy program.
Additionally, the diverse needs of all learners will be
addressed through training on scaffolds and
accommodations.
Continue by telling participants, “In order for you to
ingest a tremendous amount of content and to be able to
turnkey this training back in your districts, like we know
so many of you do, we have designed this institute so
that the texts really are the experts. We are here as the
facilitators. Likewise, when you turnkey, you can use our
exact resources and protocols while you act as the
facilitator. As a participant you will be doing a great deal
of reading, thinking, talking, and writing throughout our
two days together. Get ready to dig in hard!”]
3 min
PPT slides # 8-9
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1 min
PPT slide # 10
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4 min
PPT slides # 11-14
1 min
PPT slides # 15-16
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Intro participants to the Norms for Collaboration.
Discuss briefly how norms enrich protocols and ensure
that conversations maintain a professional and collegial
tone while digging deeply into challenging issues. (1
min.)
Ask participants to rate themselves on the Likert Scale
and share at least one place where they rated
themselves toward the top of the scale and another
place where they could grow with a shoulder partner as
they introduce at tables (4 min)
Learning target: I can describe the structure and content
of the 3-8 ELA curriculum modules.
I can explain why these modules are exemplary models
of Common Core alignment.
Show slides regarding the structure of the modules.
Key ideas: Each module contains three units. Building
background, extended reading/research, deep writing.
There is writing in all portions of the modules, but the
writing process is fully employed in Unit 3. In MS
modules, there are two full-length pieces of writing:
literacy essay at the end of unit 2 and the unit 3
performance task.
Updated Curriculum plan shows choices (2A/2B, 3A/3B).
The elementary modules are designed to represent the
shifts in action. All of the reading standards and all of the
writing standards are covered, as well as some language
standards. It is the expectation that elementary students
have an additional literacy time throughout their day. In
order to help teachers plan for this time, we have created
a “Recommendations for Teaching Reading Foundations
and Language Standards in Grades 3-5” resource which
we will dive into during Session 6. In middle school, the
lessons are designed to cover ALL of the ELA
Standards. Additionally, we are designing resources to
Whole group
Whole group
Whole group
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encourage Independent Reading, which we will dive into
during Session 6 tomorrow.
Provide overview of Tri-State Rubric rating process and
explain EL’s rating of Exemplary.
Section 2: Overview of the Modules (via Module
Sampler)
Time: 10:02-10:39
[37 minutes] In this session participants learn the components of Materials used include:
the modules.
 EL_Prefatory_Material_1N_NTI714.pdf
 Notecatcher_1N_NTI714
 Module Samplers
 Curriculum Maps
 Module Sampler curriculum plan (first page of each
sampler)
Time
4 min
Slide #/Pic of Slide
PPT slide #17
Script/Activity directions

Direct participants’ attention to the EL Prefatory
Material document in their materials. Say, “The
purpose of this document is to outline the structure and
the embedded strategies of the 3-8 ELA Modules.
Furthermore, Expeditionary Learning’s approach to
Grouping
Solo
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3 min
PPT slides # 18-19
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5 min
PPT slides # 20
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student engagement will be outlined.” Invite participants
to silently read the first two pages of the document. As
they do so, they should write down things they notice
about the purpose of the modules and things they
wonder about. Allot 4 minutes for this initial read. Tell
participants that many of their “wonders” will be
answered throughout the next two days. Also,
encourage participants to read the remainder of the
document when they have time for a close read.
Orient participants to the first document in their Module Solo, split
table groups
Sampler known as the Curriculum Plan. Preview the
purpose of this document: to give a year at a glance and
give them a few minutes to read over the information for
their grade level.
Be sure they notice the headings “Becoming a Close
Reader,” and “Researching to Build Knowledge.”
[Facilitator Note: elementary is different than middle
once you get past the first heading – be sure to look at
an elementary and middle level module sampler prior to
this session), etc. This is how standards are arranged
to provide focus on a coherent set of standards at a
time. Not all standards are taught in all modules – they
are strategically “clumped.”]
[Facilitator Note: BE SURE TO LOOK AT A
CURRICULUM PLAN TO SEE HOW THIS IS TRUE
PRIOR TO THIS SESSION].
Introduce the Curriculum Maps. These are the
highest-level grade level documents; they help you
understand the scope of the curriculum for the year.
Participants should read the “front matter,” as it
introduces the specifics that the map contains. While
participants are looking at this information may want to
capture some key notices or wonders about the
Curriculum Maps or the Curriculum Plan in their
participant notebook or on sticky notes (3 minutes)
Turn and Talk about your notices and wonders (2
19 min
PPT slide # 21-22
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5 min
PPT slides # 23-28
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1 min
No slide
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minute)
(In groups of 4) Participants will engage in a protocol to
dive more deeply into the contents of their module
sampler. Each participant will become an expert on one
section of the sampler and record their “3-2-1’s” as
follows: 3- characteristics of their section, 2- surprising
or interesting elements to share with colleagues, 1most important point to remember from their section of
the sampler on the note-catcher Groups of 4 looking at
the following sections of the sampler: Module
Overview, Unit Overview(s), Assessments and/or
Assessment Lesson, First week of lessons) (11
minutes).
Participants will share their 3-2-1 with other members of
their half table group making sure to hear about each
section of the sampler for 2 minutes (9 minutes).
Draw participants’ attention to the remainder of their
Module Samplers. At this point you are going to give
them a quick overview so they know what they are
looking at and will be equipped to go more deeply over
the course of the next few days. Talk through the slides
and guides participants through the sections of the
sampler that are appropriate.
Show and discuss PPT slides regarding
overview/structure of modules, units, lessons, etc. This
is a brief overview.
Key ideas: The important information in the Module and
Unit Overviews and the structure of the lessons.
Lessons can and should be adapted to meet
students’ needs. The 3-8 ELA Module lessons are
not scripts to be followed without regard for how
students are progressing. This will be a focus of
some of the work at this NTI, especially day 2
sessions.
Acknowledge that there is a lot of material and that this
Whole Group
session is only the beginning of their learning about the
materials and the curriculum.
Section 3: Synthesis and Closing
Time: 10:39-10:45
[6 minutes] Participants will synthesize their learning by
Materials used include:
“whipping” around the table to hear each person’s “best” learning
 Participant’s Notebook
from this session.
Time
Slide #/Pic of Slide
Script/Activity directions
Grouping
2 min
PPT slide # 29
Solo
4 min
No slide
Spend two minutes quietly synthesizing your learning from this
session in your Participant Notebook and be prepared to share your
“best” learning with your table group.
Whip around the table: Each participant shares his or her “best”
learning point from this session (approximately 30 seconds per
participant).
Turnkey Materials Provided
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Facilitator’s Guide and PowerPoint
Norms for Collaboration_1N_NTI714.pdf
Norms Self Evaluation_1N_NTI714.pdf
EL_Prefatory_Material_1N_NTI714.pdf
Notecatcher_1N_NTI714
Module Samplers
Curriculum Maps
Table Group