Putting an entitled support back in place when it's been missed — treating it as the student's right rather than extra help you're adding — and telling whoever's covering so it isn't missed again.
The thinking behind strong practice, and the cues that show it.
The scenario you saw
A student's plan lets them use a word bank for writing tasks. Today's substitute teacher didn't hand it out, and the student is stuck and getting frustrated. What do you do?
Before you read on — what would you do here? Picture your move, then see the thinking behind strong practice.
What strong practice looks like
Why this works
A word bank in the student's plan is a support they are entitled to, not extra help you are sneaking them — and that difference decides everything here. Feeding the student words yourself swaps their entitled support for dependence on you; letting it go because 'the sub is in charge' makes the student pay for an adult staffing change. When the regular staff changes, you are often the only person in the room who knows the plan — quiet continuity is part of your value. Telling the sub closes the loop so the same miss doesn't happen again an hour later.
Recall is where it sticks. A few quick scenarios.
Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring. About 3 minutes. You can stop any time.
Start the practice set →Short on time? Start with the first one.