The word "tracks" came from a professional development training session. Just like an animal's tracks found in the wild is evidence that an animal had been there, students are required to leave "evidence" that they actually re-read the content with a sincere effort in understanding it. In science, the main way that I use this strategy is to have students leave evidence that they actually looked up the answers to the directed reading (DR) questions instead of going by memory or by guessing. Because we can't write in our text books, I type up a summary of each section, which I call "lecture notes."* Students can then mark up the pages with tracks and other questions or memory clues to help them learn the material. Below is an example of a few valid "DR tracks." Each one must include key words from the question AND the actual answer.
* The summary/lecture notes follows the required Common Core Reading Anchor Standards 1 and 2.
DR Question 2: What gas is most of the atmosphere made of?
DR Question 3: How much of the atmosphere is oxygen?
DR Question 4: Where is most of the water in the atmosphere?
* The summary/lecture notes follows the required Common Core Reading Anchor Standards 1 and 2.
DR Question 2: What gas is most of the atmosphere made of?
DR Question 3: How much of the atmosphere is oxygen?
DR Question 4: Where is most of the water in the atmosphere?