Session 5 Facilitator’s Guide: Helping All
Learners Succeed
Sequence of Sessions
Targets for this Session
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I can identify ways to apply the anticipate, act, assess, analyze cycle to my instructional practice.
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I can analyze student work samples to determine the appropriate instructional response.
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I can plan to meet the needs of all students to lead to college and career readiness.
High-Level Purpose of this Session
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This session furthers the conversations about meeting the needs of all students in Common Core aligned instruction.
Through a process of looking at student work that develops over the course of a module and entering a classroom via video,
participants will have thoughtful conversations about the instructional moves the teacher makes to meet student needs.
Related Learning Experiences
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All other NTI sessions
Key Points
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Looking at student work
Annotated teacher lesson plan
Furthering the discussion of the modules as models
Session Outcomes
What do we want participants to be able to do as a result of
this session?
How will we know that they are able to do this?
1. I can identify ways to apply the anticipate, act,
assess, analyze cycle to my instructional
practice.
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Observation
Notecatcher completion
Discussion
2. I can analyze student work samples to determine
the appropriate instructional response.
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Group discusiion
Notecatcher completion
Participant questions
3. I can plan to meet the needs of all students to
lead to college and career readiness.
Session Overview (105 minutes)
Part 1: 12:00-1:00 (lunch 1:00-1:45)
Part 2: 1:45-2:30
Section
Time
Overview
Welcome
12:0012:15
Welcome participants to the
session and introduce
learning targets. Also,
introduce the 4A’s graphic
of a cycle of: anticipate, act,
analyze, assess
The Classroom
Connection
12:151:00
(includes 45
minute lunch)
Participants will analyze a
set of student work. They
will also get a view into a
1:00-1:45 teacher’s planning via an
LUNCH
annotated lesson plan and
1:45-2:00 view her instructional
practice in action via video.
2:00-2:25 Participants will look at
Application for
Learning
documents that have been
(Differentiated
created to support
options for 3-5 and
instruction during additional
6-8 participants
literacy time. This portion of
Prepared Resources
Facilitator’s Preparation
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 Profile of a Learner Ali_NTI814
 Annotated lesson_NTI814.doc
 Ali Work Sample Analysis_NTI814
 Work Sample 1_Ali.pdf
 Work Sample 2_Ali.pdf
 Work Sample 3_Ali.pdf
 Work Sample 4_Ali.pdf
 P1_End unit Assess_Ali.pdf
 P2_End unit Assess_Ali.pdf
 5m1.2l18.doc
 Teacher Thoughts
Grades 6-8:

Common Core Aligned
Interventions for Adolescent
Readers
Review PPT
Review Session 5
Facilitators Guide

the session is differentiated
based on the grade level
you most want to “dig into.”
Notice_Wonder_Connect
Grades 3-5:
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Closure
Recommendations for Teaching
the Foundational Reading and
Language Standards (received in
session 4 of this NTI)
4A’s notecatcher
Action Plan
2:25-2:30 Participants will synthesize
their learning for the
session.
Session Roadmap
Section 1: Welcome
Time: 12:00-12:15
[15 minutes] Welcome participants to the session and introduce
learning targets. Also, introduce the 4A’s graphic of a cycle of:
anticipate, act, analyze, assess
Time
5 min
Slide #/Pic of Slide
PPT Slide #1, #2
Script/Activity directions

Welcome participants and say something similar in
content to the following: “This session has been
developed to help further your educational expertise
Grouping
Whole group

1 min
8 minutes
PPT Slide #3
PPT Slide #4, #5, #6
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regarding scaffolding, accommodating and
supporting all students in a diverse general education
setting. It is inherent in the beliefs of our
organization that all students deserve access to a
rigorous, standards based curriculum that helps them
to achieve more than they ever thought possible. We
are aware that ELL students and students with
disabilities represent a heterogeneous population of
students with diverse strengths and areas of need.
Our focus today is on supporting your work as
educators in teaching grade appropriate content
knowledge to all of your students”
(Facilitation Note: Consider a personal story to
connect with your audience about your teaching in an
inclusive setting)
Introduction of learning targets
Introduce the 4A’s graphic.
As a facilitator do not give much context for the
graphic, ask participants to think about this graphic
and how it might relate to “helping all learners
succeed.”
On a sticky note participants should write down the
answer to this question: what do you think that this 4A’s
Whole group
Whole group and
teams/groups

graphic represents in relation to helping all leaners
succeed? OR “do you have a “wonder” about this
graphic?
As they introduce at tables have them share a thought
from their independent writing. (1 minute per person to
share: name, role and thought about the 4A’s= 8 minutes)
Section 2: The Classroom Connection: Analyzing
Student Work
[ minutes, including a 45 minute lunch] Participants will analyze
a set of student work. They will also get a view into a teachers
planning via an annotated lesson plan and view her instruction
in action via a video.
Time: 12:15-2:00 (Lunch 1:00-1:45)
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
Profile of a Learner Ali_NTI814
Annotated lesson_NTI814.doc
Ali Work Sample Analysis_NTI814
Work Sample 1_Ali.pdf
Work Sample 2_Ali.pdf
Work Sample 3_Ali.pdf
Work Sample 4_Ali.pdf
P1_End unit Assess_Ali.pdf
P2_End unit Assess_Ali.pdf
5m1.2l18.doc
Teacher Thoughts
Time
Slide #/Pic of Slide
5 min
PPT Slide #7
Script/Activity directions
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1
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25 min
PPT Slide #8
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Locate A Profile of a Learner: Ali
Facilitator let participants know that this student is actually in
the classroom of the teacher whose thinking you will enter
via an annotated lesson that she provided (although the
name has been changed in the document).
Read and take notes in the space provided (there is a chart
that says “Scaffolds and Interventions Used” and “Questions
for Teacher” on the A Profile of a Learner: Ali document.
Explain that they should be identifying which interventions
the teacher used in supporting Ali. They may work in pairs,
or alone, as they will not have an opportunity to discuss their
findings with the whole group.
Explain to participants that, now that they are familiar with
the student and some of the teacher moves, they will be
looking at a sequence of student work that was developed
over the course of a module.
Also, they will be looking at an annotated lesson plan that
was prepared by a practicing teacher who is implementing
the modules in a classroom with a heterogeneous
population of students
Participants need to locate the Ali Work Sample Analysis
document. This will serve as a notecatcher and will guide
them through the tasks of looking at work samples.
You will work independently first (15 minutes). You may
want to use the Continuum of Interventions document that
you received yesterday (jn your participant notebook).
Reconvene your team or split table group and compare
note-catchers with your team allowing each member of the
team/group a chance to share a connection or question from
Grouping
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10
PPT Slide #9
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4 minutes
PPT Slide #10
2 minutes
PPT Slide #11
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LUNCH 1:00-1:45
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Tell participants that they will now enter the classroom that
Ali is in.
Locate the Anticipated/Acted note catcher in the
participant notebook. Participants should watch and
analyze how the teacher anticipated student needs and then
acted to ensure those needs were met.
Show a picture of the 4A’s graphic again:
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
PPT Slide #12
looking at the work (10 minutes).
Add new thinking to your notecatcher if appropriate.
Participants will locate the documents Instructional
Thoughts from Ali’s Teacher and Annotated Lesson
Plan (Grade 5, Module 1, Unit 2, lesson 2) in their
participant notebook.
Explain to participants that now we are going to get to look
into the thinking of the teacher as she thoughtfully planned
to support Ali.
Ask participants to text code with P for I “predicted” she
would use this, and B for I would like to “borrow” this teacher
move from her.
Debrief as a team or in split table groups: “Go’round” the
table or your team and share one scaffold or intervention
that you predicted the teacher would use that you she in fact
used, then, if time, one teacher move you’d like to borrow
from her.
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8 minutes
5 minutes
PPT Slide #13
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Video link: http://vimeo.com/91361468
(video length 7 minutes 56 seconds)
Participants will capture their thinking on the
Anticipated/Acted Notecatcher as they watch the video
As a team or split table group discuss your discoveries
around “anticipating/acting” or thoughts you have about
the cycle of the 4A’s
Section 3: Application of Learning :GRADES 6-8
[25 minutes] Participants will look at the Common Core Aligned
Interventions for Adolescent Readers. They will think about
ways that this resource will support meeting the needs of all
learners.
Time
Slide #/Pic of Slide
Time: 2:00-2:25


Common Core Aligned Interventions for Adolescent
Readers
Notice Wonder Connect Notecatcher
Script/Activity directions
Grouping
 Facilitator note: “Hide” the 3-5 slides in the Powerpoint if you
are delivering this to a 6-8 audience.
1 minute
PPT Slide #14-#16
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24 minutes
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Hand out the Common Core Aligned Interventions for
Adolescent Readers spiral bound materials.
Facilitator say something like: “We have been working on
interventions at the individual student level, now we will turn
our attention to whole class or whole grade or school level.
Be thinking about how these documents can support you in
a variety of settings as you plan to meet the needs of
students. These materials, were created to support you in
planning for additional literacy time and support for students
in grades 6-8 who are not meeting grade level expectations
in literacy. These materials can be used in a variety of
instructional settings and are not intended solely to be used
with students with disabilities or ELLs. However, these
materials will help you in providing for students in a variety
of settings and with a variety of learning needs including
students with disabilities and ELL’s
In your school teams or split table group follow the following
process:
Step 1: Look through the materials for the general flow; feel
free to engage in conversation with colleagues as you notice
and wonder (4 min.)
Step 2: Read the “overview” independently (5 min)
Step 3: In your teams/groups divide up the tabs to look at
the materials more closely. Use your Notice, wonder and
connect notecatcher as you look at your section. (10
minutes)
Step 4: Go around and share the “gist” of each section with
the group/team. Discuss your findings and how these
materials can be used in your classroom or school to
support all students. (5 minutes)
Section 3: Application of Learning GRADES 3-5
Time: 2:00-2:25
[25 minutes] Participants will revisit the Recommendations for
Teaching the Foundational Reading and Language Standards.
They will look at this resource through the “lens” of meeting the
needs of all learners
Time
Slide #/Pic of Slide
PPT Slide #14-#16


Recommendations for Teaching the Foundational Reading
and Language Standards (received in session 4 of this NTI)
4A’s notecatcher
Action Plan August 2014 NTI
Script/Activity directions

1 min



1 min

23 minutes
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
Facilitator note: “Hide” the 6-8 slides in the Powerpoint if you
are delivering this to a 3-5 audience
Have participants locate the materials from session 4:
Recommendations for Teaching the Foundational
Reading and Language Standards.
Say something like “Facilitator say something like: “We have
been working on interventions at the individual student level,
now we will turn our attention to whole class or whole grade
or school level. Be thinking about how these documents
can support you in a variety of settings as you plan to meet
the needs of students
Facilitator say something like” Although you learned about
these materials in session 4, now you are going to go back
and look at these materials and discuss specific ways that
these materials will help them to help all learners succeed.”
Locate the 4A’s Notecatcher
Step 1: Look through the Recommendations for Teaching
the Foundational Reading and Language Standards and
jot some thinking down on the 4A’s notecatcher as to how
these materials will help as you plan to meet the needs of all
students. (5 minutes)
Step 2: Share in teams/groups how these materials can be
used in your classroom/school/district (10 minutes)
Step 3: Jot down on your Action Plan: August 2014 NTI
Grouping
PPT Slide #17
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specific action steps your team/group needs to take to
integrate your new thinking or practices into your
classroom/school/district (5 minutes)
Step 4: Close with lingering questions about the materials or
implementation (3 minutes)
Let participants know that if they want to continue Action
Planning, they can attend our last session of the day where
EL staff will be present to assist with action planning.
Section 4: Closure
Time: 2:25-2:30
[5 minutes] Participants will use the Team Synthesis document
to reflect on their learning from this session.
Time
1 minutes
5 minutes
Slide #/Pic of Slide
PPT #18
PPT #19
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
Session 5 FG and PPT
Team Synthesis
Script/Activity directions
 Learning Target Check in

Turnkey Materials Provided

Locate the Synthesis for Teams document that you have
been filling out at the end of each session.
Discuss in teams and answer the questions on the synthesis
form.
Thank participants for their participation in this session and
explain the options for the last session of this NTI
(Conversation Cafes or Action Planning time – both
supported by EL staff)
Grouping
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Profile of a Learner Ali_NTI814
Annotated lesson_NTI814.doc
Ali Work Sample Analysis_NTI814
Work Sample 1_Ali.pdf
Work Sample 2_Ali.pdf
Work Sample 3_Ali.pdf
Work Sample 4_Ali.pdf
P1_End unit Assess_Ali.pdf
P2_End unit Assess_Ali.pdf
5m1.2l18.doc
Teacher Thoughts
Action Plan August 2014 NTI
Team Synthesis
Grades 6-8:


Common Core Aligned Interventions for Adolescent Readers
Notice_Wonder_Connect
Grades 3-5:

 Recommendations for Teaching the Foundational Reading and Language Standards (received in session 4 of this NTI)
4A’s notecatcher