Goals
Stage: One-Quarter Point
Goal Information
Date: March 30, 2026Attainment Scale:
Starting Point:
This content is new to the student. She does not have access to students, so we are taking a different path to goal achievement.
Midpoint:
discussion of Phonological and Phonemic Awareness
Target Goal:
By May, 2026, the student will explore and learn about Oral Language, Phonological and Phonemic Awareness, and Phonics (specifically as they relate to instruction and support for English Language Learners), as documented by a professional discussion with her coach about theory and translation into practice.
Notes
During a personal check-in, Liyan said that she had been quite busy with her final semester, a job search, and classes. She worked on papers over Spring Break.
When asked about the course, she said they had a guest speaker on the topic of oral language and she had found it very interesting. She is working on developing PD for the Application Task and it is almost finished. It incudes: intro, why is dialogic reading important, research/evidence, practical application, resources, and next steps. I asked her to share it with me when it is finished.
I shared that our primary purpose today was to talk about her learning and thinking about oral language. I opened up the floor and she talked about how oral language can look different by grade level. She recognizes the difference between social language and academic language. She shared with me about what dialogic reading looks like and does for students. I shared my screen and we talked about the section in Module 3 –
Supporting Diverse Learners: ELLs:
Characteristics and Strategies
We discussed each section in turn: Characteristics of ELL Students, Strategies for Supporting ELLs in Language Development, Providing Structured Support (e.g. pre-teaching vocabulary, using graphic organizers, using sentence stems, using gradual release of responsibility, and “letting kids talk!”), Using MultiModal Instruction, and Pragmatics. When wrapping up, Liyan observed that these were useful strategies to support the learning of ALL students and she wonders how to provide a little something extra to support English Language Learners to make sure they are benefitting from instruction.
We will meet again on 4/13/26 at 1:00 to discuss Phonological and Phonemic Awareness.