Notes
During a personal check-in, I asked how her summer was going, and she replied, “It’s getting there…”
She has already gotten her teaching (Modules 7/8 vocabulary and morphology with Module 3 oral language added and explicit instruction for Module 4 phonological and phonemic awareness) and her observations completed! She wanted to get them done before the program ended and she lost access. She said it had, “drummed up a lot of learning,” and she has been reminded/relearning the science of reading and added, “I love science!”
I stated that our primary purpose today was to explore possibilities for her goal and our work together.
She is wanting to produce a usage guide (in English and Spanish, adding, “I’m passionate about language acquisition!”). She knows that early childhood is an important starting point and recognizes a need. She wants it to be user-friendly. She is thinking it could have three parts: 1. an explanation section, 2. FAQs, and 3. a glossary. (She commented on the point Dr. Carlson made about using common terminology among educators, and she wants parents to understand, too.). She is thinking of it as an overview of what to do and what not to do. She is also thinking that it could be utilized in a series of professional development sessions, as well as a resource for teachers. (I see this as a major opportunity for DETERMINING IMPORTANCE and SYNTHESIZING information [two comprehension strategies] from both courses.) Her past experiences will guide her AND she will be planning for her future role.