Goals
Stage: Midpoint
Goal Information
Date: March 9, 2026Attainment Scale:
Starting Point:
The current level average is 2/16 correct among the three students.
Midpoint:
correctly define 8/16
Target Goal:
By May, a group of three 5th grade ELL students will increase vocabulary knowledge by being able to correctly define 14/16 words from the Wit & Wisdom curriculum using a teacher-made vocabulary assessment.
Stage: Target Goal
Goal Information
Date: April 23, 2026Attainment Scale:
Starting Point:
Think about what module content area might be most applicable to and valuable for their grade level instruction.
Midpoint:
Identify two strategies
Target Goal:
By May, 2026, the teacher will select a content area module (Morphology) and identify two strategies from the course (Word Sort and Word Matrix from module) to explore and implement in the classroom and discuss with the coach: 1) what they tried, 2) how it went, 3) student response, 4) own reflections, 5) connections to their work.
Notes
During a personal check-in, Leslea shared that their downstairs home improvement projects are finished and they will start upstairs later.
She is finished with all of the assignments and tests for the course!
I stated that we had two purposes:Â to discuss her student goal (vocabulary) and her teacher goal (morphology).
She reported that her students have 9 of the 16 vocabulary words now, putting them just past the midpoint we set. She has continued on with the same routines and has been tying some of the instruction to her morphology work! (She had given her students a bit of a break during state testing, but they are finished with that now.)
I thanked her for sending me her morphology activities via email last week when she developed them. She told me about doing the Word Sort and Word Matrix from the module. She said she doesn’t like “just paper” activities, so they are coloring the parts of words like philanthropic, bibliophile, philosophy, Philadelphia, claustrophobia, technophobe, hydrophobia), cutting them apart, and displaying them on a giant board. They are learning the definitions, and then seeing how the words change with certain prefixes and suffixes are added. They have been building words (both “real” and “fake”) by combining base words with prefixes and suffixes. She said that the kids are really liking it. When asked to reflect, she said, “I really like it!” She said that she has always taught morphology, but that this has been more explicit. She is wondering if she could move her students beyond the word level to the sentence level and have them use the words they create in “funny sentences.” When asked for connections, she stated that it has been said in class that if students understand syntax, it makes next year’s comprehension better, and she’s wondering how this might be reflected in her IEP goals.
We will meet again on 5/6/26 at 4:15.