Allyson Atchity

by Sue Wood

Session Time: 05/06/2026 4:00 pm | Phase: Reflect and Recommit | Session Length: 0:30

Goals

Focusing on enhancing my knowledge of Tier 2 vocabulary words, I will identify the Tier 2 vocabulary words from the novel "When You Reach Me." I will then conduct research to identify 2 vocabulary strategies which will be implemented, by May 14, to teach the words to my students as they read the novel. Upon completion of the instruction, I will reflect on the student's response to the instruction.
Stage: Target Goal
Progress Data:

Goal Information

Date: April 23, 2026

Attainment Scale:
Starting Point:

Tier 2 vocabulary and accompanying strategies for teaching them have not been identified.


Midpoint:

By May 1, one strategy for teaching Tier 2 vocabulary words will be implemented.


Target Goal:

By May 13, reflection on the strategies used for teaching Tier 2 vocabulary words.


Notes

Coach Log Note 1:

Allyson Atchity and I met on May 6, 2026 for our last coaching session.  We are in the Reflect and Recommit level of the Vector model.

Allyson had developed a second goal for this class which involved researching Tier 2 words and identifying the words in the new book which her children are reading titled, “When You Reach Me.” In addition, Allyson researched 2 vocabulary strategies At our last meeting, Allyson shared the list Tier 2 words she had identifed as well as the strategies she would be implementing.  Between this meeting and our last meeting, Allyson implemented the “Vocabulary Photo Gallery” strategy and shared student work that resulted.

At this meeting, Allyson discussed the second vocabulary strategy that she implemented with the students titled “Word, Category, Attribute.”  In this strategy, Allyson presented Tier 2 words and asked the students if they thought they knew what they meant.  Initially, students believed they knew what the words meant (example words were hysterical and swagger). However, when she specifically asked the students to define the words they were unable to do so.  With the “Word, Category, Attribute” strategy, students used google to find the real meaning of the word and then put them into student friendly terms using the formula.

Reflecting, Allyson said that the students actually enjoyed the “Word, Category, Attribute” strategy more than the “Photo Gallery” strategy and she indicated that students had a higher level of retention of the meaning of the words than with the “Photo Gallery.”

This goal did not include data collection on the implemented strategies, but rather just a reflection of the strategies use.  Allyson said that she definitely will use the “Word, Category, Attribute” strategy again and her colleagues are thinking about putting together a “Response Booklet” comprised or the strategy template to add to the student resources used in reading instruction.

We concluded are time together with a reflection of her learning throughout the class.  She indicated that she had enjoyed the coursework and the opportunity to work with a coach throughout the semester.