Goals
Stage: Target Goal
Goal Information
Date: June 24, 2026Attainment Scale:
Starting Point:
outline the content/sections to include in the guide
Midpoint:
complete and discuss:
3) a Spanish/English biliteracy transfer section
4) an easy-to-confuse terms guide with examples in both languages
Target Goal:
During this coaching cycle by July 29, I will create a Science of Reading quick-reference guide for Spanish/English dual language teachers and interventionists with highlights for Early Childhood.Â
Notes
We took a week off because Lisa was on vacation.
During a personal check-in, Lisa shared that they had gotten back home from their vacation late Saturday. In addition to their family time, she and her husband went to Pagosa Hot Springs for their anniversary.
She participated in a professional discussion for Modules 9/10 and has some modules complete.
I stated that our goal was to talk about her work toward her goal, expecting her to be at the 50% attainment level by this call. Instead, she was ready to share all the rest of her goal work, having focused more on that in the interim than the coursework.
She talked me through Section 4:Â Easy-to-Confuse Terms Guide
Spanish/English Examples and Instructional Notes
Teachers and interventionists need consistent terminology so they can identify the exact skill being taught, assessed, or supported. In dual language programs, this is especially important because Spanish and English share some literacy concepts but differ in how those concepts appear in instruction.
She defined terms such as Phonological Awareness vs. Phonemic Awareness, Phonemic Awareness vs. Phonics, Sound vs. Letter/Grapheme, Decoding vs. Encoding, Cognate vs. False Cognate, Translation vs. Language Acquisition, and Language Difference vs. Reading Difficulty by identifying:
| Terms | Difference | Examples in English and Spanish | Dual Language Note | Teacher Move |
At the end of Section 4, she included an Early Childhood Pop-Out Box: Terms Teachers Should Use Carefully and concluded with this:Â For young children, sound and language work should be playful, oral, concrete, and meaningful before it becomes formal print-based instruction.
Dual Language Instruction was her forte before this course, but it is obvious she is incorporating her new learning AND the deliberate exploration and learning she has done to prepare herself for her Early Childhood Leadership role.
She also has completed and walked me through Section 5:  Core Glossary – Shared Terminology for Consistent Biliteracy Instruction and Section 6:  A Reference List.
Since her goal is now 100% complete, she will turn her attention to finishing up her coursework.
We will meet again the week of July 20 to discuss her coursework progress and how things are going in her new job. (It’s almost time to report back!)