Session 2 (3-5) Facilitator’s Guide: Analyzing
the Priority Standards in Writing
Sequence of Sessions
Targets for this Session


I can thoughtfully interpret the meaning of a grade-specific standard, discriminating it from the same standard at other grade levels.
I can determine where, and for how long, a priority standard is addressed in the curriculum modules.
High-Level Purpose of this Session

This session, which builds on the one before, provides a structure through which participants analyze specific priority standards for what
they say and how they should be taught and determine when and how they are addressed in the curriculum modules.
Related Learning Experiences

This session builds off the information learned in Session 1 of this NTI. Participants will also link this session to Session 3 where they will
develop supplemental lessons for students needing additional support with the anchor standard.
Key Points


Looking at a grade specific standard and discriminating it from the same standard at other grade levels allows teachers to
think through the learning targets to determine what is critical at that level.
Learning the process of “finding” the standards in the curriculum modules allows participants to plan accordingly.
Session Outcomes
What do we want participants to be able to do as a result
of this session?
1. To be able to interpret the meaning of a grade-specific
standard, discriminating it from the same standard at other
grade levels.
2. To determine where, and for how long, a priority standard
is addressed in the curriculum modules.
How will we know that they are able to do this?




Identification of key words and phrases within
grade levels across the W.2 and L.3 standards.
Group Discussion
Completion of note catchers
Synthesis questions
Session Overview
Time
Overview
Creating a
Culture of
Achievement
40 min
Participants will be
Language_NTI_NTI1224.pdf
introduced to learning
targets and participate in Chart paper (1 piece per 5 participants)
an initiative Additionally,
Markers
they will identify key words
and phrases in the W.2
2_W2Progressions_NTI1214.pdf
and L.3 standards across
2_L3Progressions_NTI1214.pdf
grade levels in order to
deeply understand the
2_W2ProgressionNC_NTI1214.pdf
progression of the standard
over time.
Read through entire
facilitator’s guide and
review PPT slides.
Participants will closely
Gr5_2B_U3_Overview_NTI1224
study the W.2 and L.3
standards by analyzing a AnalyzingDocsNC_NTI1224
lesson plan and grade level
Read lesson plan, Grade 6,
Module 3B, Unit 3, Lesson
10.
Using Module
Documents to
Analyze a
25 min
Prepared Resources
Facilitator’s Preparation
Section
Become familiar with
standard W.2 across
grades 3-12.
Become familiar with Grade
6 Curriculum Map;
specifically where W.2 is
assessed.
Standard
Application and
Synthesis
curriculum map.
20 min
Participants will apply what Participant’s Notebook
they know about the
progression of the
standards and structure of
module documents to
brainstorm possible ideas
for supplemental lessons.
They will end this session
with a synthesis of their
learning.
Session Roadmap
Section 1: Creating a Culture of Achievement
Time: 11:15-11:50
[40 minutes] Participants will be introduced to learning targets. 2_Language_NTI1224.pdf
Additionally, they will identify key words and phrases in the
Chart paper (1 piece per 5 participants)
W.2 standard across grade levels in order to deeply
understanding the progression of the standard over time.
Markers
2_W2Progressions_NTI1214.pdf
2_L3Progressions_NTI1214.pdf
2_W2ProgressionNC_NTI1214.pdf
Time
1 min
Slide #/Pic of Slide
PPT slide #2
Script/Activity directions
 Introduce the learning targets for this session:
1. I can thoughtfully interpret the meaning of a gradespecific standard, discriminating it from the same
standard at other grade levels.
2. I can determine where, and for how long, a priority
standard is addressed in the curriculum modules.
3 min
PPT slide #3

14 min
PPT slides #4-5

Ask participants to work in split table groups. Invite
participants to locate the Language Overview
document from Appendix A in their Participant’s
Notebook. Ask participants to read the document
silently. Allot 3 minutes.
Ask participants to continue to work in split table
groups for this next activity. Distribute 1 piece of chart
paper to each group. Tell participants that they will
create a Frayer model for the phrase “grammatical
knowledge.” The components of the model should
include:

Center= word to be defined

4 Quadrants= definition in own words
characteristics
examples
non-examples (see PPT slide)

When groups are finished, ask one member from each
split table group to quickly share their Frayer model.

Possible responses on the chart may include:
Grouping
Whole group
Solo
Split table
groups
o Definition- grammar and usage development in
spoken and written language.
o Characteristics- learners lose mastery of grammar
as they learn new structures; need to return often to
same grammar topic; recursive; ongoing.
o Examples- present, past and future verbs at
elementary level  progressive and perfect verb
tenses in intermediate level.
o Non-examples-teaching learners to vary sentence
structure ONLY.

2 min
PPT slide #6


20 min
PPT slides #7-9

Pull the whole group back together and ask, “What are
the implications for a common core-aligned curriculum
in regards to writing instruction? In regards to
language instruction? Ask participants to discuss as a
shoulder partner and then ask for a few volunteers to
share whole group.
Now, have participants locate the L.3 Progressions in
their notebooks. Show the PPT slide with the following
quote: All you need is the plan, the road map, and the
courage to press on to your destination. -Earl
Nightengale
Ask participants to turn to a partner and discuss the
relationship between the quote and standards
progressions.
Invite participants to read the L.3 standards from
grades 2-12; the standards that we examined in
Session 1 of this NTI in the data protocol. As they read,
they should highlight key vocabulary and phrases that
differentiate a grade level standard from those adjacent
to it.
Pairs
Solo

Ask participants to locate the Progressions
Notecatcher in their Participant’s Notebook. Ask
them to record key vocabulary on the note catcher for
each grade level. They should focus on subtleties that
delineate the L.3. Standard at each particular grade
level. Tell them that we are focusing on the component
standards that students had difficulty with according to
the data examined in Session 1.

When they are finished, they should complete the
same process for standard W.2. Tell participants that
grades K-2 are not provided, as they do not have
component standards to compare. Remind participants
that from their earlier reading of Appendix A, we know
that language standards are also embedded in the
reading, writing, speaking and listening standards.
Section 2: Using Module Documents to Analyze a Time: 11:50-12:10
Standard
[20 minutes] Participants will closely study the W.2 and L.3
standards by analyzing a unit overview lesson plan and grade
level curriculum map.
Gr5_2B_U3_Overview_NTI1224
AnalyzingModDocsNC_1224
Time
10 min
Slide #/Pic of Slide
PPT slides #10-12
Script/Activity directions
 Tell participants that we will dive into the second
learning target:
2.) I can determine where, and for how long, a
priority standard is addressed in the curriculum
modules.

Ask folks to locate the Unit Overview in their
Participant’s Notebook for Grade 5, Module 2B, Unit 3
on p. X. Tell them the data that they analyzed in
Session 1 was a result of the End-of-the-Unit
Assessment from this unit.

Invite participants to analyze the Unit Overview to
trace the evolution of Standard W.2. Say, “Unit
Overviews help teachers begin long-term planning and
determine how each unit, and lessons within units,
emphasize key ideas, build towards assessments, and
flow together over several weeks.”

After participants are given 3 minutes to read the Unit
Overview, direct them to the Analyzing Module
Documents Notecatcher in their Participant’s
Notebook. Have them complete the first two questions:
1. “How do I understand what the “story” and “big
ideas” of the unit are?
2. How do the Unit Overview help teachers support
student success?
Grouping
Whole group;
solo
15 min
PPT slides #13-14
No slide

Next, have participants locate Lesson X and the
lesson’s Supplemental Materials in their Participant’s
Notebooks.
 Tell participants that this is the actual module lesson
where the assessment results came from for the
analysis is Session 1.
 Ask participants to read through all of the materials,
paying particular attention to how the W.2 and L.3
standards were addressed in the lesson and
assessment.
 After 5 minutes, ask participants to answer questions 3
and 4 on the Analyzing Module Documents
Notecatcher in their notebooks.
3. What supports have students had that led to this
writing task? What additional scaffolds may they
need?
4. How are the long-term learning targets,
supporting learning targets and assessment
related?
If time permits, ask a few volunteers to share their thinking
with the whole group.
Section 3: Application and Synthesis
Time: 12:10-12:30
[20 minutes] Participants will apply what they know about the
progression of the standards and structure of module
documents to brainstorm possible ideas for supplemental
lessons. They will end this session with a synthesis of their
learning
Brainstorming3_5_NC_NTI1224
Whole group
Time
15 min
5 min
Slide #/Pic of Slide
PPT slide #15
PPT slide #16
Script/Activity directions
 Tell participants that they will now have an opportunity
to brainstorm possible ideas for supplemental lessons
to re-teach components of standards W.2 or L.3. If
possible, group participants by interest in the standard
that they would like to delve into.

Have them locate the Brainstorming Notecatcher in
their notebooks. Draw attention to the four categories
on the notecatcher:
o Re-teaching transitions
o Re-teaching formal style of writing
o Re-teaching sentence patterns, language and
voice
o Re-teaching maintaining style and tone

Tell participants that they will have an opportunity to
explore supplemental lessons in the next session of
this NTI.
Show the PPT slide of “Simile Pictures.” Ask
participants to chose one picture from the slide and
complete this sentence on their Session 2 Reflection
page:
o Standard progressions are like/ the same as
(picture) because…
If time, ask a few volunteers to share with the whole
group or ‘Go-round’ the table.


Grouping
Small groups
Solo
Turnkey Materials Provided

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Facilitator’s Guide for Session 2
PowerPoint presentation for Session 2
Language_NTI_NTI1224.pdf
2_W2Progressions_NTI1214.pdf
2_L3Progressions_NTI1214.pdf
2_W2ProgressionNC_NTI1214.pdf
2_Gr5_2B_U3_Overview_NTI1224
2_AnalyzingDocsNC_NTI1224
2_BrainstormingNC_NTI1224