# data[].attributes.headline
Most Must Do's involved kids in Lexia or another technology site. 

# data[].attributes.subject
Most Must Do's involved kids in Lexia or another technology site. 

# data[].attributes.headline
1 teacher had students practicing skills extended from teacher lesson. 

# data[].attributes.subject
1 teacher had students practicing skills extended from teacher lesson. 

# data[].attributes.headline
Flip grid for fluency helps keep track of progress and provides an accountability piece

# data[].attributes.subject
Flip grid for fluency helps keep track of progress and provides an accountability piece

# data[].attributes.headline
Lexia was most observed software. Seesaw and Flipgrid were utilized in 4th grade. 

# data[].attributes.subject
Lexia was most observed software. Seesaw and Flipgrid were utilized in 4th grade. 

# data[].attributes.body
All small groups had posted learning targets aligned to a specific skill

# data[].attributes.body
Most students were engaged and on task during independent work time

# data[].attributes.body
Learning targets were posted for small groups in all rooms observed

# data[].attributes.body
Students could tell you what they were working on generically but didn’t know why or how it helped them

# data[].attributes.body
Comprehension was used in many rooms.

# data[].attributes.body
Students knew what to do and were engaged in their work,

# data[].attributes.body
Almost all students could explain what they were doing

# data[].attributes.body
Upper grades utilized Flipgrid as well as Lexia. Younger grades utilized Lexia. One class used Osmos

# data[].attributes.body
Largely the same work for all students. Not differentiated yet based on student need.

# data[].attributes.body
Kiddos were ontask  and focused. No interruptions.

# data[].attributes.body
Technology was used in every classroom I visi

# data[].attributes.body
Many of the classrooms had Must Dos and May Dos differentiated by groups

# data[].attributes.body
Many of the classrooms had Must Dos and May Dos

# data[].attributes.headline
Loved the use of Flipgrid and snipping tool to help 

# data[].attributes.subject
Loved the use of Flipgrid and snipping tool to help 

# data[].attributes.headline
Flipgrid and snipping tool were used to help with the accountability piece.  

# data[].attributes.subject
Flipgrid and snipping tool were used to help with the accountability piece.  

# data[].attributes.body
Kids were engaged and quietly working independently

# data[].attributes.body
Very little extension of small group activities during must-do/may-do time

# data[].attributes.body
Next step.... lesson extensions

# data[].attributes.body
Phonics or comprehension were addressed most often during teacher led

# data[].attributes.headline
Students were utilizing a variety of technology and were using it correctly; however, it was difficult for many students to articulate what skill they were working on and how this helped their reading achievement. 

# data[].attributes.subject
Students were utilizing a variety of technology and were using it correctly; however, it was difficult for many students to articulate what skill they were working on and how this helped their reading achievement. 

# data[].attributes.body
Fluency
Comprehension
Phonics
Writing
Vocabulary
Phonemic Awareness
were all observed. Fluency was observed the most, vocabulary the least.

# data[].attributes.body
Majority differentiated by group

# data[].attributes.body
Students struggled to communicate their purpose on technology

# data[].attributes.body
Lexia was most observed, followed by Flip Grid and then Microsoft Office (Class OneNote)

# data[].attributes.body
Lexia or FlipGrid used most often

# data[].attributes.body
Posted in all rooms, most students had a Must Do/May Do sheet - some were individualized by group and some not

# data[].attributes.body
Lots of fluency practice...need more accountability pieces though.

# data[].attributes.headline
only one classroom was using a text during small group

# data[].attributes.subject
only one classroom was using a text during small group

# data[].attributes.body
Students were working quietly and most were engaged in the assigned activity.

# data[].attributes.body
Great use of OneNote Class Notebook and Flipgrid!

# data[].attributes.body
Teacher led, small group instruction was in place; however, direct instruction on a specific targeted skill was not evident.

# data[].attributes.body
Learning targets posted in all rooms

# data[].attributes.headline
There were several phonics based groups, as well as a couple of comprehension, and phonemic awareness, every small group had a learning target posted.

# data[].attributes.subject
There were several phonics based groups, as well as a couple of comprehension, and phonemic awareness, every small group had a learning target posted.

# data[].attributes.headline
students could tell what they were doing

# data[].attributes.subject
students could tell what they were doing

# data[].attributes.body
OneNote was a great way to organize must do/may do and the accountability piece.

# data[].attributes.body
Accountability pieces could be more consistent

# data[].attributes.body
Learning Target posted in all rooms except one room had another adult in there and it wasn't posted for that group.

# data[].attributes.body
Learning targets were posted in most rooms. The lessons teachers were teaching related to the posted objectives.

# data[].attributes.headline
Students knew the routine, they could explain what they were doing, choice boards were differentiated by group

# data[].attributes.subject
Students knew the routine, they could explain what they were doing, choice boards were differentiated by group

# data[].attributes.body
Students knew what they needed to do.

# data[].attributes.headline
Lexia, Flipgrid, Epic, Bookflix, Office 365, Word

# data[].attributes.subject
Lexia, Flipgrid, Epic, Bookflix, Office 365, Word

# data[].attributes.headline
In all classrooms we observed,  nearly all students were engaged in the must dos and may dos and had quiet voices.

# data[].attributes.subject
In all classrooms we observed,  nearly all students were engaged in the must dos and may dos and had quiet voices.

# data[].attributes.headline
Great use of Flip Grip for fluency practice, ONENOTE to organize students lessons, and Osmos was so neat!!

# data[].attributes.subject
Great use of Flip Grip for fluency practice, ONENOTE to organize students lessons, and Osmos was so neat!!

# data[].attributes.headline
Great classroom management in all rooms.  Students were engaged and knew what they were supposed to be doing. 

# data[].attributes.subject
Great classroom management in all rooms.  Students were engaged and knew what they were supposed to be doing. 

# data[].attributes.headline
Students were very quiet, focused, and engaged in their work. 

# data[].attributes.subject
Students were very quiet, focused, and engaged in their work. 

# data[].attributes.body
Students were engaged and working independently in all classrooms.

# data[].attributes.headline
All but once the learning target was posted.

# data[].attributes.subject
All but once the learning target was posted.

# data[].attributes.headline
Student engagement was highly present in EVERY classroom. 

# data[].attributes.subject
Student engagement was highly present in EVERY classroom. 

# data[].attributes.headline
I did not see extension of small group, but we were only in there for 10 minutes. 

# data[].attributes.subject
I did not see extension of small group, but we were only in there for 10 minutes. 

# data[].attributes.headline
Students were extremely engaged with Osmos words. What a great tool!

# data[].attributes.subject
Students were extremely engaged with Osmos words. What a great tool!

# data[].attributes.body
Students were able to explain must do/May do formats in each class. Some classes were differentiated by group, one was doffferentiated by individual students.

# data[].attributes.headline
They were posted in all the rooms, individually or as a group, some of the must dos and may dos that were tied directly to a reading goal.  Some of the students didn't know the purpose of the activity of what they are doing, adding the why.

# data[].attributes.subject
They were posted in all the rooms, individually or as a group, some of the must dos and may dos that were tied directly to a reading goal.  Some of the students didn't know the purpose of the activity of what they are doing, adding the why.

# data[].attributes.headline
Many must dos may dos were the same for the group, but it might have been differentiated within the group, which I think is okay.

# data[].attributes.subject
Many must dos may dos were the same for the group, but it might have been differentiated within the group, which I think is okay.

# data[].attributes.body
Would be interesting to see even more technology integrated into literacy beyond Lexia. Almost finding solutions to go paperless since you have so many devices available.

# data[].attributes.headline
Must dos and may dos were posted a variety of ways (Excel, sheet of paper, symbols on the wall, poster on the wall), and all seemed to be effective as students knew what to do.

# data[].attributes.subject
Must dos and may dos were posted a variety of ways (Excel, sheet of paper, symbols on the wall, poster on the wall), and all seemed to be effective as students knew what to do.

# data[].attributes.headline
Learning Targets were posted in all rooms but one

# data[].attributes.subject
Learning Targets were posted in all rooms but one

# data[].attributes.body
Phonics and comprehension were observed in all classrooms. Phonemic awareness was not observed in any classrooms.

# data[].attributes.headline
Phonics and Comprehension were observed the most.  Phonemic Awareness was not observed in any of the classrooms. 

# data[].attributes.subject
Phonics and Comprehension were observed the most.  Phonemic Awareness was not observed in any of the classrooms. 

# data[].attributes.body
Technology was being used in all classrooms. Lexia was used the most.

# data[].attributes.headline
All independent work seemed to be at the students' independent level.

# data[].attributes.subject
All independent work seemed to be at the students' independent level.

# data[].attributes.headline
FlipGrid, Lexia, BookFlix, Osmos (I have never seen this--LOVED IT), readtheory,  

# data[].attributes.subject
FlipGrid, Lexia, BookFlix, Osmos (I have never seen this--LOVED IT), readtheory,  

# data[].attributes.headline
Comprehension and phonics were the most observed components in the teacher led groups. All components except phonemic awareness were observed in independent work.

# data[].attributes.subject
Comprehension and phonics were the most observed components in the teacher led groups. All components except phonemic awareness were observed in independent work.

# data[].attributes.headline
Classroom Environment were conducive for learn

# data[].attributes.subject
Classroom Environment were conducive for learn

# data[].attributes.headline
On the surface, kids appeared to know their tasks.  However, in some situations, when digging deeper we found that some students were unclear about what must be done and what may be done.  

# data[].attributes.subject
On the surface, kids appeared to know their tasks.  However, in some situations, when digging deeper we found that some students were unclear about what must be done and what may be done.  

# data[].attributes.headline
The list of components we were given did not quite honor the good work teachers and students were doing.  For example word work, nouns and verbs, concepts about print.  

# data[].attributes.subject
The list of components we were given did not quite honor the good work teachers and students were doing.  For example word work, nouns and verbs, concepts about print.  

# data[].attributes.headline
Make sure the the task students are given match the genre of literature.  For example, students were looking for characters, setting, plot with an Informational Text.  

# data[].attributes.subject
Make sure the the task students are given match the genre of literature.  For example, students were looking for characters, setting, plot with an Informational Text.  