Each READ 180 rBook Workshop has a specific Comprehension Focus (a comprehension skill that is taught throughout the unit). But it can be tricky to know when to move on and when we should hammer that skill a little more.
"I reached the first Differentiation Checkpoint in Workshop 1. Do I differentiate other comprehension skills or do I hammer Finding the Main Idea some more?"
Here are a few things you may want to consider when making up your mind...
HAVE THEY REACHED INDEPENDENCE?
Each Workshop Unit follows a gradual release model (the good old "I Do" - "We Do" - "You Do"). By the 3rd Workshop story, students should be able to implement the skill independently... and that's exactly what you should see if they can do. The final 2 Small Groups should be spent with the students working on the comprehension skill with very little, if any, teacher intervention. If they can't, you may want to use a differentiation day or two to reteach.
WHAT DOES THE "COMPREHENSION SKILLS REPORT" SAY?
It's a good idea to always check out the "Comprehension Skills Report" before your differentiation checkpoints. It's also a great way to see at a glance if your rBook Comprehension Focus is solidifying.
If, for instance, I was teaching Workshop 9 (which is focused on making inferences), checking out the chart above would definitely tell me to continue teaching the skill.
ARE THEY R-SKILLS READY?
At the end of each Workshop, students will be administered a unit test that includes a number of comprehension questions focused on that Workshop's Comprehension Focus. These questions are multiple-choice, which the students may not have seen much of outside the Reading Zone, and they are often two-part questions, which tend to be more difficult.
I like to preview the tests in SAM and ask myself if I feel that my students are ready for those types of questions. If the answer is no, I spend a few more days cementing the skill.