Goals
Stage: Starting Point
Goal Information
Date: January 26, 2026Attainment Scale:
Starting Point:
This is a baseline lesson for Allysa and I to be able to dissect the lesson and the student's (s') performance during the lesson. Students are struggling with consonant blends. They can successfully segment the sounds in the word using word boxes or word ladders, but miss a sound in the consonant blend when encoding. The video of this interaction between Allysa and her students will provide information for future coaching sessions.
Notes
Coaching Session #1 – Verifying Perspectives
- This or That
Movie first or book first?
Fiction or non-fiction?
Handwritten notes or emails to a close friend?
- Learning about your background
Who or what influenced you to become a teacher?
What experiences have you had as a teacher including districts, schools, grade levels?
- Examining your professional beliefs
What is something you strongly believe in when it comes to educating children?
What do you consider to be the single most important literacy strategy you use in your classroom?
What do you want to gain from coaching related to literacy practices?
How are the district’s curriculum materials helping or challenging for your students?
What is a goal we can work on this week?
- Work for next coaching session
Narrated tour of your classroom
Assigned classroom video
Ideas for goals based on challenges in the classroom and problems of practice from your Canvas course
- The Foundations of the Science of Reading
- Assessments
- Oral Language
- Phonological & Phonemic Awareness
- Phonics (Encoding and Decoding)
- Fluency
Discuss the challenges you might face in working on implementing your goals throughout the 8 weeks
Read the elements of Modules 2. Allysa and I will work on a more extensive goal next session.
Allysa and I used the session to get to know one another. We began with This or That, then transitioned to learning about Allysa’s background in teaching. We examined her professional beliefs and discussed what would be completed for the next coaching session on February 2. Allysa will complete a video narrating a tour of her classroom, video a short lesson of 1-2 students working on consonant blends, and read the materials in Module 2. We will discuss the elements in Module 2 at our next coaching session and take a deeper dive into goals after looking at the video of consonant blending. We will apply what is learned in Module 2 regarding the students’ specific difficulties with consonant blends.
We discussed the current curriculum materials the district is using and what is challenging for the students and for instruction. The 95% program is good for how the skills are ordered, but she could benefit from knowing more about what students are expected to do in 1st grade. The Wit and Wisdom program does not include small group or intervention materials. Allysa was LETRS trained during COVID.
Currently, students (16) have the following literacy-devoted times in the classroom:
30 minutes for ELA; 15 minutes for small group reading; 60 minutes of whole class instruction (DRI) that is conducted three times a week in 30-40 minute time periods during a week. Read aloud is conducted separately from these times (often before science or social studies).