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Both classes had teachers that were invested and engaged in moving students along through the task. The use of county materials was evident.

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In one class, a few students were already writing, while the majority of the class was still unlocking the prompt or looking at blank pages.

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What PD do we need to provide, in order to assist with a multi-step task where students may progress at different paces?

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In many cases, students are engaged in a Foreign language and an ELA task at the same time. Does this matter at all, or should we be working a schedule to prevent that?

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Teachers made preparations by making the instructional materials available and utilizing projectors and other tools to help with modeling and creating a visual for all learners.
There was also evidence of using graphic and visual organizers for students.

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Students not working on task teacher had task in progress on dek

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Students not working on task teacher had task in progress on dek

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Was it a choice??
Time not used appropriately..):

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Some students were evidently behind while others were ahead. How can the teacher be able to cater for all these learners without leaving some behind?

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Was it a priority o students and instructor?

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How can instructional practices engage all students? 

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How can instructional practices engage all students? 

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How do we use strategies to make sure all students are engaged? Will grouping them work with motivated students being paired with the less motivated ones?

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In the one class that had a teacher present, the teacher was leading the class discussion though the class was seated in groups.  In the other class, the students said they did most of the literacy task work individually.

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In the class where students were seated in groups, will they work collaboratively or will the class/task remain teacher-led?

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While other strategies were implemented, modeling was the one seen in most classes.

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Over 80% of the students in the classes visited appear to be finished with or working on unlocking the prompt and reading for the gist.

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How can we move from a teacher-led, modeling-heavy instruction to more student-centered learning experience? Of course, teacher modeling has a place, but it shouldn't be the primary teaching method.

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Are we setting teachers up to implement the task as if it is the first time for the kids?

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There is little evidence that students are engaging in collaborative conversations and/or utilizing the rubric when implementing the task.

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We need to think about this in the context of the student body over the course of the year, as well as the implementation for teachers. With each task, the students should be expected to do more independently, but the PDs are set up as if they are isolated incidents.

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Can the content areas work on a more structured calendar so that they are better paced with one another? This would help with our observations as well as with collaboration for teachers supporting one another.

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We need to provide more work around engaging in while students are making meaning. We need to be ok with them not "getting it right" the first time.

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If our goal is to have T's integrate these lit strategies into every day instruction, we can't only talk about them during the implementation of the task.