Lindsey Fuzzell

by Geri Lovelace

Session Time: 04/30/2026 7:30 am | Phase: Optimize Performance | Session Length: 0:30

Goals

By the end of the school year, Lindsey will take a deeper dive into syntax and self-monitoring by doing further study and resource development in order to improve to apply this to her fluency groups next school year.
Stage: Three-Quarter Point
Progress Data:
  • Lindsey created one version of a word bank and phrase bank but still had some confusions about it. She did try it with her student but only once.

Goal Information

Date: April 16, 2026

Attainment Scale:
Starting Point:

Go deeper into the slides and links provided by instructor by reading and taking notes. Sharing new learnings with coach.


Midpoint:

Planning for explicit teaching of syntax. Developing word banks, phrase banks and sentence banks that go with each passage.


Target Goal:

Deeper understanding of syntax and how to explicitly teach students to self monitor for fluent reading and writing.


Notes

Coach Log Note 1:

Lindsey shared the steps she has taken since our last session. She attempted to create word and phrase banks for the target sounds /ae/ and /ee/. However, she had not yet incorporated explicit instruction around “who” and “did what” within the phrasing, which had been a key point of confusion for her.

During our session, I modeled clear, explicit directions for each part of the lesson. Lindsey followed along, took notes, and engaged in the process. Together, we broke the lesson into structured components: target sound instruction,  word level practice building words, reading and writing words. Phrase level practice: reading, building sentences, and writing phrases. Then to the sentence level practice: phrasing the sentences, reading, then writing. Finally, moving to the passage level.  At the passage level, students first read independently, discussed any challenging words, and then reread to build fluency.  Lindsey expressed that she now has a clearer understanding of how to scaffold her lessons to support student practice and self-monitoring at each stage. She noted that this structure will help students hear and use correct syntax as they progress.  She plans to revisit and refine her word, phrase, and sentence banks this week, and we will review her progress during our next meeting.

Next Steps

To Do: Lindsey will rework the version she created using the specific lesson progression we discussed. She will use the target sound /ea/ and /ee/. Then she will create a second lesson using the target sounds /ai/ /ay/. I will send her a copy of some example directions for each part of the lesson.