Teachers at our school have shared concerns that they will give a student a goal based on what they noticed when that student was reading a particular book. However, when they meet with that student later, they may be reading a less challenging book or a book they are more familiar with, so they don’t demonstrate a need for that strategy (particularly an accuracy strategy). How do you address this? Give them a touch point anyway? Or do you provide a text for them to demonstrate mastery?
In your first example, I would suggest to have them realize how they are using the strategy in the easier book without thinking about it. Then, have them go back to the more difficult book to try it again. Try it out on still another book, and if they are successful, then perhaps it was “just that one book”–or if not successful, then perhaps it was just the easy book where the student could do it. Does that make sense?
As far as touch points, the Sisters suggest to look at those over a few days to decide when you need to introduce a new strategy.
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