The focus of this study is the question of how teacher education students acquire practical expertise in German didactics training. A fundamental principle of competent teaching is the ongoing search for an appropriate continuation of complex and unforeseen interaction processes. The study investigates how this search for fit can be achieved through a quasi-experiment in which teacher education students accompany and advise a high school class in writing and reading literary texts for one semester. The cooperation of the two learning groups is structured using lesson sheets. The lesson sheet is a simple tool for achieving fit, allowing teachers to turn student texts that exhibit exemplary text qualities into teaching materials for the class. Implicit skills are explicitly addressed in the lesson sheet, in the spirit of dialogical didactics.