Forum User

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?


12.11.2014

5y

1

1.3k

1
5y

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.

Suggested Topics

Title Category Replies Views Activity
CAFE menu (retell?) CAFE 2 95 5 days 22 hours
Printing all "Brief Focus Lessons" , Parent Pipelines etc. CAFE 0 35 1 week 2 days
Is CAFE going to be aligned with the Texas TEKS? CAFE 4 1k 1 week 2 days
Emergent CAFE Menu CAFE 1 127 1 week 2 days
new CAFE book, 2nd edition CAFE 1 56 1 week 2 days
coaching series CAFE 2 208 2 months 2 weeks
My district is looking at purchasing Literacy First. I don't know much about it . Any thoughts? Is it user friendly with Daily 5 CAFE 1 125 3 months 5 days
Help - I can't find a resource CAFE 3 174 3 months 2 weeks
Digital CAFE Board CAFE 2 405 4 months 2 days
Organizing "I CAN" bookmarks CAFE 1 235 4 months 2 days

All-Access Member Exclusive Content

This content is reserved for All-Access members. Consider upgrading your membership to access this resource.

Sign Up Now

No Thanks.

Already a member? Log In