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Goal-Setting for Achievement in Reading

Using Data

Sixth-grade students at World of Inquiry School #58 in Rochester, NY, track their progress and set goals for their Developmental Reading Assessment during reader's workshop.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.


- [Student] A and B, B!

- A and B, so what’s your choice? Everyday we do something called Readers Workshop, which is a variety of different literacy activities. Two groups are meeting with me for guided reading. Okay, one group is gonna be meeting for literature circles and I know you did not do a reader response. So students are involved in activities like Reader’s Theater, Literature Circles, Guided Reading, Silent Sustained Reading. The students are grouped by ability level and reading level, so that I can meet with them everyday and we can work on their specific goals, and they travel as a group together to different centers and support each other in those centers. This is actually a school-wide structure. Every teacher gets an opportunity to work with small groups of students, working on specific literacy skills.

- Can you take on of those and pass it around to everybody in the group? I’m gonna have you open up your Guided Reading folder, and in there I have everyone’s DRA. So your own DRA is in your Today in class during guided reading, we were looking at the students developmental reading assessments that they just took. I noticed the first time that you guys created a goal is in October, that these words in here, in the rubric, were hard to understand, because We were looking at specifically the rubric that tells how they did on comprehension on their oral reading fluency, and their engagement. I rewrote these for you and put them in words that you can understand. So look at your goals. Haziah’s got her’s out. Thank you Ariana. We looked at the goals they previously had for themselves, the last time they took the assessment. You’re gonna tell me if you met that goal. You’re gonna say on, most of your took your DRA on January 13th, and then you’re gonna say, because why. And whether or not they met these goals this time. If you didn’t, is it a horrible thing, if you met one goal but not the other? No, it just means that we’re gonna continue working on one of those goals. Alright Ariana, how’d you do on your second goal? I can understand the author’s message. So the author’s message, this time you got a three. So last time the reason you gave yourself that goal, is because you got a one or a two on it. So they looked at their reading assessment from this past January and they created new goals for themselves based on what they need to work on in the future. So just like you created goals in October, you’re gonna give yourself one or two more goals to try to meet for next time. These are goals that students write once and never come back to. They’re goals that we are continually working on and looking at when I meet with them in small groups on a daily basis during guided reading. Taun I see one here, can you give yourself one more goal? I try to keep guided reading time really specific. Is interpretation. Working on specific skills and goals, it’s a short time. I put a timer on the board for about 15 minutes, and then they move on to their next center.

- Okay, I can.

- Okay, I have one change in the center of rotation. The students are at a lower reading level. Those students need the highest amount of intervention in reading. So when I meet with those students in guided reading groups, I will meet with the highest intervention group everyday. Whereas, other groups that are at a higher reading level, and don’t need my support as often, I may only meet with a couple times a week. We’re gonna switch your second and third center, so you’re gonna meet with me this time, and do first and math, last. So three is meeting it. I think the biggest goal for myself when looking at the reading assessments is to have students see that what we’re doing on a daily basis is helping them reach their goals. Choose one that has to do with like author’s purpose and author’s message.

- This one.

- Okay, so that would be this one. I think it allows them to have some leadership in their learning. They’re really interested in looking at their assessments and seeing, look at these improvements I’ve made, look at these strides I’ve made and this is where I’m going.

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