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We need a stronger school-wide focus on literacy across contents that integrate the lit task strategies on a regular basis.

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How could the signposts helped the teachers and students get through the text together, without so much reliance on the teacher.

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Why does it seem like the literacy task is something separate from English instruction?

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Seemed like there were guiding questions in two classes, but there was no reference to the sheet or questions while reading. When will they be used?

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The modeling of your thinking, to inform student thinking, rather then telling students what to write and/or think.

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How do we know that student's are actually getting the gist? Where are the checks for understanding or the formatives?

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Reading for the gist seemed to be getting combined with close reading, so it's not really getting done well in either category. We need to really break down what close reading is and how it should be working in classes so that students are prepared to close read texts that they have not seen before.

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Are these strategies being implemented on a regular basis in English classes?

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Can students truly unlock the prompt in their own or are they just doing what the teacher asks them to do? There seemed to be some issue with students unlocking the prompt on their own.

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There were many missed opportunities for collaborative work and student-centered learning. Much of the work that the teachers were modeling could have been equally effective had the students taken the lead.

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For many of the groups, it seemed that the task was just starting. Unlocking the prompt was mostly evident, and some classes seemed to have reading for the gist.
There was little to no evidence of students challenging each other in their conversations, but collaborative conversations seemed to be happening in several classes.

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If the objective says "Students will," why are the teachers doing the majority of the work?

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Most classes were just starting the literacy task and had not gotten to the later steps of
the task.

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There is not a separation between the reading for the gist and the close reading. The teachers are asking close reading questions while the kids are just getting familiar with the text.

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It appears that the classes are just beginning the literacy task based on the higher numbers in modeling and unlocking the prompt.

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Many teachers were guiding students through the initial read, rather than letting the students struggle through the text to make meaning on their own.

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Students did not have the prompt at their desks while they were working.

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Many of the tasks and strategies used in the literacy task are introduced in English classes as part of the curriculum.  Many classes appeared to be introducing them for the first time for literacy task purposes and were very modeling-heavy in their instruction, making for a mostly teacher-centered classroom.

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The most prevalent teacher action is "modeling" for unlocking the prompt, reading for the gist, and close reading/annotation.

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Teachers were working to implement the task on different levels.