Goals
Stage: Starting Point
Goal Information
Date: February 21, 2026Attainment Scale:
Starting Point:
By the end of six weeks, I will teach students, through explicit vocabulary development strategies, to increase their comprehension and application of social studies concepts and terms at a proficiency level of 80% mastery.
Midpoint:
Students will increase vocabulary mastery by 10%.
Target Goal:
By the end of six weeks, I will teach students, through explicit vocabulary development strategies, to increase their comprehension and application of social studies concepts and terms at a proficiency level of 80% mastery.
Notes
Karen and I started by addressing her challenges in balancing professional and personal obligations. She is still willing to continue despite earlier reservations about her capacity to address the course demands. Again, I offered to support the module completion assignments as needed.   Karen is enjoying the course and appreciates the varied perspectives from the participants in the program. She is completing Modules 1 and 2 application assignment by uploading quadrant data this week.
We finalized her vocabulary goal and reviewed her need to establish baseline data to development the goal attainment progression component of her application profile. The goal and attainment progress monitoring will occur as she completes four social studies units of study this semester with her grade 6 students.
We then discussed instructional practices to address her tier 3 vocabulary instructional process by reviewing specific information in Module 7: Vocabulary related to Intentional Vocabulary Instruction of disciplinary terms. We discussed the importance of developing key vocabulary lists and limiting the number of key words to be mastered.
We discussed possible instructional strategies that she might consider to achieve her reading comprehension goal stressing vocab development
- Stress Oral Fluency to reduce cognitive load on students’ working memory and ensure that comprehension of vocabulary and content information can be transferred to long-term memory, by:
- Introducing key background vocabulary ahead of reading.
- Complete oral reading of a grade level passage based on Lemov approach and Shanahan research
- Sentence Fluency to understand meaning through semantics and syntax understanding including: Phrase scooping, teaching connectives, connectives and marker words (additive, temporal, causal, contrast words), and sentence combining.