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Facilitator’s Guide: Research Lessons from Module 4 Elementary (Grades 3-5) Sequence of Sessions Targets for this Session I can analyze 3-5 ELA Module 4s for the intentional backwards design process that scaffold students’ success. I can analyze appropriate accommodations for students with disabilities needing such support with the research process. I can analyze appropriate scaffolds for English Language Learners needing such support with the research process. High-Level Purpose of this Session In this session participants will experience a series of lessons from an elementary Module 4 in order to analyze their alignment to the CCLS and the shifts and come to understand the intentionality of the lessons in scaffolding student success. Specific strategies for ELLs, students with learning disabilities, and students reading several grade levels below will be highlighted and discussed. Related Learning Experiences Participants will deepen their understanding of the research standards embedded within the writing standards. Participants will use their understanding of the research that supports classroom instruction IN research. Participants’ understanding of reading to write will be further explored during this session. Key Points

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Facilitator’s Guide: Research Lessons from Module 4 Elementary (Grades 3-5)

Sequence of SessionsTargets for this Session

I can analyze 3-5 ELA Module 4s for the intentional backwards design process that scaffold students’ success. I can analyze appropriate accommodations for students with disabilities needing such support with the research process. I can analyze appropriate scaffolds for English Language Learners needing such support with the research process.

High-Level Purpose of this Session In this session participants will experience a series of lessons from an elementary Module 4 in order to analyze their alignment to the CCLS

and the shifts and come to understand the intentionality of the lessons in scaffolding student success. Specific strategies for ELLs, students with learning disabilities, and students reading several grade levels below will be highlighted and discussed.

Related Learning Experiences Participants will deepen their understanding of the research standards embedded within the writing standards. Participants will use their

understanding of the research that supports classroom instruction IN research. Participants’ understanding of reading to write will be further explored during this session.

Key Points Research of a topic supports writing strong opinions and enables students to support such opinions with relevant facts and details from texts. Commonly, the terms accommodations and modifications are used interchangeably. Teachers need to understand the differences between

the terms and the importance of providing accommodations so that all students have access to complex texts and rigorous tasks.

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?

I can analyze 3-5 ELA Module 4s for the intentional backwards design process that scaffold students’ success.

Discussions Journaling

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I can analyze appropriate accommodations for students needing such support with the research process.

I can analyze appropriate scaffolds for English Language Learners needing such support with the research process.

Debriefing of the model lesson Concentric Circle Synthesis

Session Overview

Section Time Overview Prepared Resources Facilitator PreparationWelcome and Introductions

27 min Introduction to the session agenda and learning target. Participants will engage in a Written Conversation protocol and introduce selves at tables. Participants will share reactions to quotes around accommodations for students.

Session 3_PPT_NTI_051514Written Conversation Notecatcher _Session 3_NTI_051514Quotes from “Access for All”_ Session 3 _NTI_ 051514

Preview all documents and resources

Preview the PPT slides and note their alignment to the Facilitator’s Guide below.

Become familiar with Written Conversation protocol.

Prepare envelopes with 10 quotes for “Access for All” article; provide one envelope per each table.

Pre-read the article “Access for All” to thoroughly understand the difference between accommodations and modifications.

Live a Module Lesson Part 1

45 min Participants will experience a research lesson from Grade 4, Module 4.  The lesson will be differentiated with approaching-level, on- level and above-level materials. Participants will read an article about the importance of voting and complete a graphic organizer with reasons and text-based evidence. Participants will synthesize learning from an educator’s perspective.

PSA “Wear Your Helmet” transcript_ Session 3_ NTI_ 051514PSA “Wear Your Helmet” audio file“Youth Power”-Approaching-Level article_ Session 3_ NTI_ 051514“Youth Power”-Approaching Level Notecatcher_ Session 3_ NTI_ 051514“Youth Power”-On-Level article_

Copy differentiated materials and place in different colored folders: a folder for approaching level materials; a folder for on-level materials; a folder for above-level materials.

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Session 3_ NTI_ 051514“Youth Power”-On-Level Notecatcher_ Session 3_ NTI_ 051514“Youth Power”-Above-Level article_ Session 3_ NTI_ 051514“Youth Power”-Above Level Notecatcher_ Session 3_ NTI_ 051514“Enduring Understanding notecatcher_ Session 3_ NTI_ 051514

Live a Module Lesson Part 2

50 min Participants will experience the second part of the 4th grade Module 4 lesson.  In this lesson, participants will anticipate criteria for a writing rubric and then analyze a writing rubric.

Participants will also analyze models of strong opinion statements, and they will craft their own opinion statements based on the research from part one of this lesson.

Public Service Announcement about the Importance of Voting Rubric_ Session 3_NTI_ 051514Why Voting is Important Graphic Organizer_ Session3_ NTI_ 051514

Video 20 min Participants will view a video of a classroom in action where students are working independently and in groups.

Participants will hold their thinking on a notecatcher, especially noticing how the teacher supports through accommodations and scaffolds the rigorous work of students and how this work supports research writing. Participants will realize that research is embedded throughout the 3rd-5th grade module

https://vimeo.com/91361468Video notecatcher_ Session 3_ NTI_ 051514

Synthesis and Reflection

22 min Participants will synthesize their learning in this session by participating in concentric circles protocol.  Half of the elementary participants will travel to the middle school participant room, and half of the middle school room will come to the elementary

Participant Notebook Facilitators need to scout out space beforehand and confer with other facilitators of the same session in order to coordinate transitions to the concentric circles debrief.

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room. The purpose of combining groups is to show the through-line of research from grades 3-8. Participants will complete a 3-2-1 reflection in their Participant Notebooks.

Session Roadmap

Section: Welcome, Learning Targets and Introductions Time: 1:30-1:57[27 minutes] Introduction to the session agenda and learning target. Participants will engage in a Written Conversation protocol and introduce selves at tables. Participants will share reactions to quotes around accommodations for students.

Materials used include:Session 3_PPT_NTI_051514Written Conversation Notecatcher _Session 3_NTI_051514Quotes from “Access for All”_ Session 3 _NTI_ 051514

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

2 min Welcome participants to the session and let them know that this session builds upon the research they read in Session 2. Introduce the Learning Targets:

I can analyze 3-5 ELA Module 4s for the intentional backwards design process that scaffold students’ success.

I can analyze appropriate accommodations for students with disabilities needing such support with the research process.

I can analyze appropriate scaffolds for English Language Learners needing such support with the research process.

whole group

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10 min

Also, PPT slide #4

Participants will use a written conversation protocol to discuss the following: (Prompt #1) Choose: How do you currently scaffold module lessons to support ELL students? OR How do you currently provide accommodations for students with disabilities?(Prompt #2) What do you know about the difference between accommodations and modifications? Explain the protocol via the PowerPoint slide.

Find an elbow partner. In writing, silently respond to the first prompt on the Written Conversation

Notecatcher for 2 minutes. Exchange notecatcher with elbow partner and build upon/ react to her/his

response for 2 minutes. Return notecatcher; reflect on what elbow partner wrote for 1 minute. Hold onto your own notecatcher and silently respond to prompt #2 Repeat process.

partners

5 min Participants will introduce themselves in split table groups by sharing name, role, location and an item from their Written Conversation Notecatcher.

split table groups

5 min Facilitator will set an envelope of quotes at each table. Each participant will select one quote from the envelope and read silently. The quotes are drawn from the article, “Access for All.”  Participants will stand and seek out participants from other tables to (a) share his/ her quote (b) share a reaction to the quote. Participants will then find a new partner and repeat this process for a total of 2 rounds.

partners

1 min Say: “Classrooms in many of New York's schools are extremely diverse and any given classroom may contain students with disabilities, English Language Learners,

whole group

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Also, PPT slides #8,9

and students from diverse cultural and socioeconomic backgrounds. It is important that students with learning challenges be treated as individuals with specific needs, rather than as a "group" with the same needs.  Although many of the supports provided to students with learning challenges may appear to be the same, teachers should be carefully considering the differences between accommodations (specific supports provided to meet the individual needs of special education students) and scaffolds (specific supports provided to meet the needs of individual English Language Learners).  That being said, Expeditionary Learning believes that every student deserves to be treated as a "general education" student and that every student deserves the supports he/she needs to participate fully in his/her educational experience.”

[Facilitator Note: When discussing students' needs in this session, be sure to differentiate between the two groups and the two types of supports.]

4 min Invite participants to locate the “Blueprint for English Language Learners’ Success” document in their notebooks. Ask participants to briefly skim the 8 ‘principles’ in bold within the document. Invite participants to text code using the following:

o N=new information to meo A=affirms what I already know

Ask participants to turn to an elbow partner and share their text-codes.

Section: Live a Module Lesson Part 1 Time: 1:57-2:42

[45 minutes] I Participants will experience a research lesson from Grade 4, Module 4.  The lesson will be differentiated with approaching-level, on- level and above-level materials. Participants will read an article about the importance of voting and complete a graphic organizer with reasons and text-based evidence. Participants will synthesize learning from an educator’s perspective.

Materials used include:PSA “Wear Your Helmet” transcript_ Session 3_ NTI_ 051514PSA “Wear Your Helmet” audio file“Youth Power”-Approaching-Level article_ Session 3_ NTI_ 051514“Youth Power”-Approaching Level Notecatcher_ Session 3_ NTI_ 051514“Youth Power”-On-Level article_ Session 3_ NTI_ 051514“Youth Power”-On-Level Notecatcher_ Session 3_ NTI_ 051514“Youth Power”-Above-Level article_ Session 3_ NTI_ 051514“Youth Power”-Above Level Notecatcher_ Session 3_ NTI_ 051514“I Can’t Wait to Vote”-Approaching-Level article_ Session 3_ NTI_ 051514

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“I Can’t Wait to Vote”-Approaching Level Notecatcher_ Session 3_ NTI_ 051514“I Can’t Wait to Vote”-On-Level article_ Session 3_ NTI_ 051514“I Can’t Wait to Vote”-On-Level Notecatcher_ Session 3_ NTI_ 051514“I Can’t Wait to Vote”-Above-Level article_ Session 3_ NTI_ 051514“I Can’t Wait to Vote”-Above Level Notecatcher_ Session 3_ NTI_ 051514Synthesis: Design of the Modules notecatcher_ Session 3_ NTI_ 051514Why Voting is Important Graphic Organizer_ Session3_ NTI_ 051514

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

2 min Tell participants that they will now experience a lesson from the modules through the eyes of a 4th grade student. This module comes from 4th grade, Module 4, Unit 3. Ask participants to hold on to questions until the end of the model lesson at which time we will synthesize the learning from the lens of an educator.

whole

5 min Beginning of Model Lesson experience:

Tell participants that you would like them to listen to an important public service announcement. Invite them to follow along using the PSA “Wear Your Helmet!” transcript located in their Participant’s Notebook.

Play the “Wear Your Helmet!” audio file.

Ask participants to Think-Pair-Share on the following questions:

What is the purpose of a Public Service Announcement (PSA)? Listen for “to provide the public with helpful information.”

What is the content of this particular message? Listen for “It is about the reasons people don’t wear helmets and reasons why they should.”

Say to participants, “A PSA contains an opinion and clear, well-supported reasons. The opinion in this PSA is it is important to wear your helmet; the reasons are…”

Tell participants that they will have an opportunity to make a difference with a public service announcement of their own about the importance of voting. Explain that we will use the “Wear Your Helmet!” PSA as a model for the work that we will do.

partners

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2 min

Also, PPT slide # 15

Introduce the Learning Targets:

• I can describe how a public service announcement is supported with reasons and evidence.

• I can find reasons and evidence for why voting is important in a text.

Explain to participants that the performance task for this unit will be to craft their own PSA about the importance of voting but before they can craft their PSA, they need to learn more about the reasons why voting is important.

whole

15 min [Note to facilitator: This session is a model on how to differentiate materials for different readiness levels in a classroom. DO NOT tell participants that they are receiving different materials at this time. You will have prepared “Approaching Level” materials and place them in a green folder; “On Level” materials in a blue folder; “Above Level” materials in a yellow folder].

Pass out a folder of research materials to each table. Divide accordingly so that some tables receive green folders; some blue folders; and some yellow folders.

Participants are to partner up. One partner becomes “Partner A” and the other becomes “Partner B.” Ask Partner A to retrieve the “Youth Power” packet of materials from the folder at the center of their table; Partner B should retrieve “I Can’t Wait to Vote” materials. Say: “Please read the text and complete the questions embedded within the text. When finished, complete the attached notecatcher.

Individual; partners

8 min Partner A and B should then team up. Partners should share the reasons for voting that they recorded on the notecatcher. The other partner should record the reasons on his/ her notecatcher. After 3-4 minutes, ask a few volunteers to share out the main points from the articles. Listen for:

Politicians pay attention to issues young people care about when they vote.

Voting demonstrates a person’s interest in the country, the government, its problems, and its opportunities.

Voting is how a citizen expresses opinions.

Voting is the citizen’s job in a democracy. Not voting is like not doing one’s job.

Voting is a right that has been fought for, and it should be valued.

partners; whole

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Voting has an effect on the laws the country makes, how it spends money, and how it uses natural resources.

1 min Ask participants to give you a Fist-to-Five to indicate their progress towards the learning targets.

• I can describe how a public service announcement is supported with reasons and evidence.

• I can find reasons and evidence for why voting is important the text “Youth Power.”

Individual

8 min Welcome participants back to “Educator Hat.” Invite participants to synthesize the learning they had during this model lesson experience by completing the Synthesis: Design of the Module notecatcher in their Participant’s Notebook. Say: “This notecatcher contains some of the beliefs that our modules are built upon. Fill out the first three rows keeping in mind the particular population of students you work with.” Participants should refer to the Unit Overview in their Participant Notebook to help them complete this notecatcher along with their experience from the model lesson.

individual

4 min No slide Ask participants to discuss the responses on the Synthesis: Design of the Module notecatcher in split table groups.

partners

3 min Now, direct participants’ attention to the differentiated materials for the lesson in their Participant’s Notebook. Ask for a few volunteers to share out what they notice about the text presentation and the notecatchers, especially how the materials scaffold for ELL’s and students with other various needs.

whole

BREAK [15 minutes] 2:42-2:57

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Section: Live a Module Lesson Part 2 Time: 2:57-3:47

[50 minutes] In this section, Participants will experience the second part of the 4th grade Module 4 lesson.  First, participants will anticipate criteria for a writing rubric and then analyze a writing rubric.  Participants will also analyze models of strong opinion statements, and they will craft their own opinion statements based on the research from part one of this lesson.

Materials:Public Service Announcement about the Importance of Voting Rubric_ Session 3_NTI_ 051514Why Voting is Important Graphic Organizer_ Session3_ NTI_ 051514Chart paper and marker

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

10 min Welcome participants back from break. Tell them they have entered the “classroom” the next day and will continue working on their PSAs. Ask participants to stand and find a partner from another table. After they introduce themselves, ask partners to turn back-to-back. Pose the following prompt: “Given what you know about opinions and PSAs, what criteria would you expect to see on a rubric for a Public Service Announcement?” Allow 10 seconds of think time, and ask participants to turn face-to-face and list/discuss the criteria for a rubric on a PSA. Invite participants to return to their seats. Have participants share out the criteria for a PSA that they discussed. Facilitator should record responses on chart paper.

partners

3 min Have participants locate the Public Service Announcement about the Importance of Voting Rubric in their materials, also display ppt. slide. Explain to participants that this rubric will be used to evaluate the performance task. Have participants take a moment to compare what the criteria is on the rubric to the criteria that they brainstormed in the Back-to Back; Face-to-Face protocol.

individual

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3 min Read the following learning target:

I can write an introduction to my public service announcement that explains the importance of voting and states my opinion clearly.

Ask participants to Think-Pair-Share. Ask, “What is an opinion statement? “ Ask for a volunteer to share with the whole group. Listen for responses like: “It is a sentence that shows what the author believes to be true; what the author believes to be right.”

Connect this target to the rubric by saying: “Please return to the PSA about the Importance of Writing Rubric. Where do you see this target living in this rubric? Listen for responses like: “It’s part of the first Content and Analysis target because the opinion statement is part of the introduction.”

whole

5 min Invite participants to locate their completed Why Voting Is Important graphic organizer that they completed in Part 1 of this session.

Display the following steps and read them aloud to participants.

1. Reread the “Reasons Why Voting is Important” column.

2. Of the reasons, ask yourself: “Which of these reasons is most compelling to me to write about for my PSA?” Highlight or star this reason.

3. Of the reasons, ask yourself: “Which of these reasons is most compelling to a high school senior for my PSA?” Highlight or star this reason.

With a neighbor, discuss which two reasons you are considering using in your PSA.

partners

5 min Say, “You will use your reasons to craft an introduction to your public service announcement that explains the importance of voting and states your opinion clearly. Remember, an opinion statement is a sentence that shows the author’s feeling on a topic. Since the topic of the PSA is why voting is important, all of your opinion statements will include this idea.”

Tell participants that you will look again at the PSA “Wear Your Helmet” transcript. Ask them to locate the opinion statement in the transcript. (They should recognize the following as the opinion statement: “Kids should wear a helmet when riding a bike, scooter, or skateboard.”)

Ask: “What do you notice about this opinion statement?” Listen for participants to notice that it clearly states the author’s opinion on wearing a helmet.

Explain that word choice is important in crafting a strong opinion statement. Share the following opinion statements:

whole

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“There is no good reason for not wearing a helmet: You may wear your helmet when riding a bike, scooter, or skateboard.”

“There is no good reason for not wearing a helmet: You can wear your helmet when riding a bike, scooter, or skateboard.”

“There is no good reason for not wearing a helmet: You should wear your helmet when riding a bike, scooter, or skateboard.”

“There is no good reason for not wearing a helmet: You must wear your helmet when riding a bike, scooter, or skateboard.”

Ask for a few volunteers to share out answers to the following:

“What is different about these statements?”

“How does each statement make you, as a listener to the PSA, feel?”

“Which opinion statement is most convincing to you?”

Participants should notice that using “may” is too weak, using “can” only shows ability, using “must” is too strong, and that “should” is relatable, telling the listener what is best without coming across too strong.

14 min

Also PPT Slide #28

Tell participants that they will now devise their own opening about the importance of voting using a strong tone. Remind them that their audience will be young adults. Give participants 10 minutes to craft an opening. Participants will use the PSA Draft paper in their Participant Notebook.

When finished, ask participants to then Mix and Mingle. Say: “Find another participant from a different table. Read your partner’s opinion statement and revise it for the following:

Revise it for a clear purpose: Does the statement say what you want people to do and remember after hearing the PSA?

Revise it for a clear opinion: Does the statement share your opinion on the importance of voting?

Revise it for word choice: Does the statement have words that are strong and relatable?”

Individual; partners

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1 min Reflection and Closing: Ask participants to put a check mark on their rubric in the appropriate column on the PSA Importance of Voting Rubric.

individual

10 min Welcome participants back to “Educator Hat.” Direct them to locate the Enduring Understanding notecatcher. Using the Module 4, Unit 3 plan as a resource, have them complete the last two rows of the notecatcher. Participants should then share their thoughts with an elbow partner.

individual

Section: Video of Classroom Module Lesson Time: 3:47-4:07

[20 minutes] In this section, Participants will view a video of a classroom in action where students are working independently and in groups. Participants will hold their thinking in a notecatcher, especially noticing how the teacher supports through accommodations the rigorous work of students and how this work supports research writing. Participants will realize that research is embedded throughout the 3rd-5rd grade modules.

Materials:https://vimeo.com/91361468Video notecatcher_ Session 3_ NTI_ 051514

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

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3 min Tell participants that they will view a video of a 5th grade classroom in a NYC public school. Be sure participants understand that this class is very diverse; many special education and ELL students in the class. This class is doing some research about the characters in Esperanza Rising. Ask participants to create a “Notice/Wonder” T-chart on a blank page in their notebook. Encourage participants to record on the chart as they are viewing.

whole

8 min No slide View Video, https://vimeo.com/91361468 whole

4 min After the video, have partners Turn and Talk using the following prompts:o How did this lesson prepare all students for the following Performance Task:

You are a playwright commissioned to write a narrative script using passages from the novel Esperanza Rising and one of the Universal Declaration of Human Rights themes.

o How does this teacher support the research process for all students in her classroom?

individual

5 min No slide Conduct a whole group discussion using the above prompts. whole

Section: Synthesis and Reflection Time: 4:07-4:30

[23 minutes] Participants will synthesize their learning in this session by participating in concentric circles protocol.  Half of the elementary participants will travel to the middle school participant room, and half the middle school room will come to the elementary room. The purpose of combining groups is to show the through-line of research from grades 3-8. Participants will complete a 3-2-1 reflection in their Participant Notebooks.

Materials:Participant’s Notebook

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

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17 min [Facilitators need to scout out space beforehand and confer with other facilitators of the same session in order to coordinate transitions to the concentric circles debrief.] Participants will transition to a common space with participants from the middle level section. Elementary participants will form an inner circle while middle level participants will form an outer circle. Be sure that each participant has a partner. Facilitate the Concentric Circle synthesis by posing the following prompts:

How were students set up for success in research and writing in this session?

What are possible accommodations that were or could be made for students with disabilities when doing research and writing?

What are possible scaffolds that were or could be made for ELL students when doing research and writing?

partners

6 min Participants will complete a 3-2-1 Exit Ticket using the following prompts: 3 new things I learned about accommodations or scaffolds 2 ways research supports students’ writing 1 way to improve my practice

individual

Turnkey Materials Provided Session 3 Facilitators Guide Session 3 PPT Vimeo video access PSA “Wear Your Helmet” transcript_ Session 3_ NTI_ 051514 PSA “Wear Your Helmet” audio file “Youth Power”-Approaching-Level article_ Session 3_ NTI_ 051514 “Youth Power”-Approaching Level Notecatcher_ Session 3_ NTI_ 051514

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“Youth Power”-On-Level article_ Session 3_ NTI_ 051514 “Youth Power”-On-Level Notecatcher_ Session 3_ NTI_ 051514 “Youth Power”-Above-Level article_ Session 3_ NTI_ 051514 “Youth Power”-Above Level Notecatcher_ Session 3_ NTI_ 051514 “I Can’t Wait to Vote”-Approaching-Level article_ Session 3_ NTI_ 051514 “I Can’t Wait to Vote”-Approaching Level Notecatcher_ Session 3_ NTI_ 051514 “I Can’t Wait to Vote”-On-Level article_ Session 3_ NTI_ 051514 “I Can’t Wait to Vote”-On-Level Notecatcher_ Session 3_ NTI_ 051514 “I Can’t Wait to Vote”-Above-Level article_ Session 3_ NTI_ 051514 “I Can’t Wait to Vote”-Above Level Notecatcher_ Session 3_ NTI_ 051514 Synthesis: Design of the Modules Notecatcher_ Session 3_ NTI_ 051514 Why Voting is Important Graphic Organizer_ Session3_ NTI_ 051514