# data[].attributes.headline
T - states task to the class, provides expectations to Ss about getting a 4, monitors "some" groups, asks "Why?" to Ss, scaffolds thinking by asking questions, chunks learning

# data[].attributes.subject
T - states task to the class, provides expectations to Ss about getting a 4, monitors "some" groups, asks "Why?" to Ss, scaffolds thinking by asking questions, chunks learning

# data[].attributes.body
S - engaged, working in groups, scattered throughout the room, flexible seating, articulating ideas

E - organized in groups,  lay out

# data[].attributes.headline
Students select text features to add to their passage. Teacher did not model this procedure. Might be very difficult for reluctant readers. Student/teacher ratio is very small. Students worked in small groups. Teacher was able to move around and interact with students.

# data[].attributes.subject
Students select text features to add to their passage. Teacher did not model this procedure. Might be very difficult for reluctant readers. Student/teacher ratio is very small. Students worked in small groups. Teacher was able to move around and interact with students.

# data[].attributes.headline
Teacher provided clear expectations about what the students need to do to 'bump up to a 4'.

# data[].attributes.subject
Teacher provided clear expectations about what the students need to do to 'bump up to a 4'.

# data[].attributes.body
Teacher circulates -questions students to check for understanding.

Students work in groups to complete task- so how does that give an individual a '4'?

# data[].attributes.headline
Is the teacher offering the opportunity  for all students to achieve a "4" in every standard?

# data[].attributes.subject
Is the teacher offering the opportunity  for all students to achieve a "4" in every standard?

# data[].attributes.body
provided expectations, working in groups around the room, clear steps to complete assignment, teacher stopped in and check on groups and asked questions, expects students to provide evidence to their answers, provided visual,

# data[].attributes.body
*No list of text features to choose from to scaffold instruction
*No modeling of the task by the teacher when it's time to draw their text features
*Difficult to see visuals as mentioned by student

# data[].attributes.headline
Teachers directions and expectations are clear.

# data[].attributes.subject
Teachers directions and expectations are clear.

# data[].attributes.body
Teacher monitors one group asking questions to prompt thinking.

# data[].attributes.body
Sample text has no text features allowing students to decide on which text features should be included. Self generated.

Teacher gives clear directions

Students are engaged

# data[].attributes.headline
Teacher explains task and how to achieve a 4

# data[].attributes.subject
Teacher explains task and how to achieve a 4

# data[].attributes.body
Students are grouped
Teacher breaks task into steps
Teacher does not monitor majority of students

# data[].attributes.headline
Teacher repeats directions and reiterates her expectations

# data[].attributes.subject
Teacher repeats directions and reiterates her expectations

# data[].attributes.body
Some students easily distracted
Teacher visits groups to redirect/assist

# data[].attributes.headline
Teacher compliments student work and asks deeper questions to give students opportunity to demonstrate deeper knowledge.

# data[].attributes.subject
Teacher compliments student work and asks deeper questions to give students opportunity to demonstrate deeper knowledge.

# data[].attributes.body
Teacher provided a visual
Clearly stated what the students were doing.
Teacher named strategies specifically
Met with individual groups.

# data[].attributes.headline
Teacher sets clear goal and expectations "Going to prove you are a 4" 

# data[].attributes.subject
Teacher sets clear goal and expectations "Going to prove you are a 4" 

# data[].attributes.body
monitoring,
slow paced when giving directions-
Must justify their thinking
Students are engaged and working well together

# data[].attributes.body
They are working in a group.Are they assessed as a group? How will she determine who is a 1, 2, 3, 4?

# data[].attributes.headline
-Directions and learning goals are clear and concise.

# data[].attributes.subject
-Directions and learning goals are clear and concise.

# data[].attributes.body
-Students work well together. Are they grouped by level? Texts are different. By level?

# data[].attributes.body
Student choice of text features to create

Varied texts (leveled?)

teacher allowed for students to justify their choice of text features

# data[].attributes.body
Modeling from teacher
Small groups
Student share check list
Questioning WHY within group, looked for clarification from others in groups.
Identify text features.

Students clear of expectations.
Anchor charts for students available

Compare student response to authors
Specific time line offered by students. -4-

# data[].attributes.headline
Expectations are clear for students. Students are accountable for their learning and create their own meaning of the text. Teacher constantly reminds students of what their best choices are how they arrived on their decisions. Teacher allows students to articulate their decision making with a buddy.  

# data[].attributes.subject
Expectations are clear for students. Students are accountable for their learning and create their own meaning of the text. Teacher constantly reminds students of what their best choices are how they arrived on their decisions. Teacher allows students to articulate their decision making with a buddy.  

# data[].attributes.body
Students have a checklist which keeps them on task. Teacher push their thinking and to make similarities and differences.
Ss were given opportunities to share their thoughts.

# data[].attributes.headline
Students set up to work in collaborative groups.  Teacher sets clear learning goals and purposes for reading. Teacher makes sure to visit groups to ask deeper questions.  Students are able to check their work using a rubric to "prove you are a 4".  Teacher asks them to "create" their text features that would support their reading and  learning. Students were asked to share out to compare/contrast their work. 

# data[].attributes.subject
Students set up to work in collaborative groups.  Teacher sets clear learning goals and purposes for reading. Teacher makes sure to visit groups to ask deeper questions.  Students are able to check their work using a rubric to "prove you are a 4".  Teacher asks them to "create" their text features that would support their reading and  learning. Students were asked to share out to compare/contrast their work. 

# data[].attributes.body
This is a sample.