This spring, we find ourselves providing distance learning with very little preparation. In creating online distance learning, my district has carefully scripted our curriculum, selecting priority objectives and offering model lessons and student practice. As the 5th grade team leader, I created and managed a "master book" as my team departmentalized to modify and augment the district-provided content. All learning was asynchronous, and students submitted assignments through platforms such as Microsoft Forms, EdPuzzle, Padlet, Flipgrid, IXL, Quizizz and Office365. Students performed tasks very similar to what they would have done in the physical classroom. There was a benefit, however -- teachers were able to monitor specific platforms and provide remediation and feedback quickly and in a tailored fashion. I have posted a video remediating the use of a protractor to measure an angle. I posted this directly to the LMS on the next math lesson day because data indicated that the skill needed to be retaught. I was able to provide remediation for individual students on each of the platforms above. Reviewing student performance and data, then planning and providing remediation, is something I may not have been able to do quite as concisely and personally face-to-face.