In addition:

• Stack of printed teacher memes (optional, for icebreaker option 2)
• Chart paper and markers (for optional norm setting) 
• Agenda (printed and/or on slide)

In addition:

• One complete set of STARI materials: literature, student workbooks, fluency passages and teacher lesson plans for the nine units. We recommend that you display these around the room. 
• Sticky notes and chart paper 
• Small prizes for scavenger hunt (optional) 
• Copies of assessment guides (one per teacher for the unit(s) they will be teaching—optional) 

In addition:

• Mini whiteboards (optional)
• Small prizes for word-building competition (optional) 
• Teacher lesson plans for each participant, for the first unit they will be teaching (available on the STARI download center or to purchase pre-printed)

Also used in this session:

• Unpacking the key components notecatcher (in Session 3: Decoding)

In addition:

• Copies of Unit 1.2 fluency passage 1, Levels A, B and D (enough for each participant to have one passage—optional)
• Timers (optional—participants can use phones to time)
• Fluency poster (display this in the room—consider hanging multiple copies of the poster if you have a large group)
• Sticky notes
• Teacher lesson plans for each participant, for the first unit they will be teaching (available on the STARI download center or to purchase pre-printed)

Also used in this session:

• Unpacking the key components notecatcher (already used in Sessions 3 and 4)

In addition:

• Teacher lesson plans for each participant, for the first unit they will be teaching
• Student workbook for each participant, for the first unit they will be teaching
• The first curriculum text that each participant will teach (Unit 1.1: “Blackmail” from Local News, Unit 2.1: The Murder of Emmett Till; Unit 3.1: Roberto Clemente)
• Sticky notes

In addition:

• Teacher lesson plans for each participant, for the first unit they will be teaching
• Chart paper, markers, sticky notes and tape
• Themes and components of STARI, printed on colorful paper (optional, for Option Two: Concept Map activity)

Also used in this session:

• Zones of comfort (in Session 6: Preparing for implementation)

In addition:

• “Step into our zones” charts from summer session, if that activity was completed. Chart paper, markers, sticky notes if this activity was not completed during the summer. 

In addition:

• Teacher lesson plans for each participant, for the first unit they will be teaching
• Texts and workbook pages for Unit 1.1 (Lesson 20 – The Skin I’m In) and Unit 2.1 (Lesson 20 – Ghost Boys) (optional)

In addition:

• Teacher lesson plans for each participant, for the first unit they will be teaching 
• Novel for each participant, for the first unit they will be teaching
• Copies of The Skin I’m In for all participants (Note: You may choose to substitute Ghost Boys or Game if most or all of your participants are teaching Series 2 or Series 3. In that case, you will need to provide copies of the lesson plan as well.) 
• Copies of Locomotion for all participants (optional—if you wish to allow participants to read all the poems in the lesson)
• Sticky notes

Also used in this session: 

• Talk moves for STARI (in Session 2: Discussion)
• Teacher lesson plan from Lesson 21 in Unit 1.2 (In Session 9: Guided Reading) 

In addition:

• Lesson plans for their current unit
• Novel from their current unit
• Copies of The Skin I’m In for each participant

Also used in this session:

• Talk moves for STARI (in Session 2: Discussion) 

In addition:

• Teacher lesson plans for the second unit for each teacher
• Copies of the first text students will read in Unit 2 for each teacher (“First Job” from Local News; The Man Who Walked Between the Towers; “The All-American Slurp”)
• Sticky notes

Also used in this session:

• Talk moves for STARI (in Session 2: Discussion) 

In addition:

• Adaptation scenarios (in Appendix of this facilitator guide) 
• Teacher lesson plans for teachers’ current unit

In addition:

• Teacher lesson plans for the third unit for each teacher
• Copies of the first text students will read in Unit 3 for each teacher (Hurricane Katrina, What the World Eats, The Great Migration)
• Sticky notes

In addition:

• Student data (e.g., results from school, district, or state literacy assessment; student workbooks and fluency charts; completed assessment guides, etc) 
• Handouts related to data protocols used in your school/district (optional)