When the team gathered to make sense of her reading strategies, they asked themselves: What do we notice in English? What do we notice in Spanish? What do we notice in both languages? They recorded their observations on a table. 

Valeria’s Transliteracy observation revealed strengths that could be leveraged across languages.  One thing that stood out to them was that Valeria seemed to be self-monitoring more frequently in English than in Spanish. They figured this might be because, in a language she was still developing, she needed to be more cautious and less haphazard.  In Spanish, her fast pace and fluent phrasing made the reading sound good, but overlooked important errors. Teachers decided on a learning target for upcoming instruction: I can use what I know about monitoring my reading in English to help me monitor my reading in Spanish. Below is a video clip of the Transliteracy lesson that transpired.