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Students will be able to identify how many words they can read from a reading list, set goals on how many words they would like to learn to read, and monitor their progress.
- Join the class together in a circle, either seated or standing.
- Tell them that today they will be learning about setting goals.
- Write "Setting Goals" on the board.
- Show the "Setting Goals" video.
- Ask students to notice the tips Tim gives for setting goals in the video.
- After the video, write the tips on board:
- Write the goal down.
- Set a date to complete.
- Ask: "Is this goal possible?"
- Break the goal into smaller goals.
- Work in a "goal group."
- Ask, "How did Moby achieve his running goal?"
- Ask the class, "What are goals?" Then, ask, "What are some goals you have set over the past week? How did you complete them?" Build upon their answers, and, if necessary, provide examples like "cleaning up my room."
Explicit Instruction/Teacher modeling(15 minutes)
- Explain to students that they will work in goal groups to set goals for reading.
- Divide the class into groups of 3–4 students.
- Distribute the Goal Setting with Reading Words worksheet.
- Have students look at a word wall with 10–20 grade-level words.
- Tell them to notice the words they already know on the word wall.
- Ask, "What is one goal you could set for this list of words?" Build upon their answers, and offer the goal of reading five unknown words from the word wall 20 times.
- Show the class how you fill in your goal on the worksheet.
- Ask students to write their goals on their own worksheets.
Guided Practice(15 minutes)
- On your worksheet, model choosing five words and writing them down on the worksheet and under the bar graph.
- Tell students to to complete this on their papers.
- Ask, "When is a good time to check in with your reading goal?" Offer that they check in and track how they are doing once every week.
- Ask, "How can you achieve your long-term goal?"
- Review the tips for goal setting written on the board.
- Read and check off the ones you have completed.
- Ask students to discuss in their groups if their goal is possible.
- Give them two minutes to discuss.
- Afterwards, invite them to share what their groups discussed.
- Ask, "How can working in a goal group be helpful? How can goal setting be helpful?"
- Explain that each time we check in with our learning goals, we will work in our goal groups.
Independent working time(15 minutes)
- Dismiss students back to their seats, and distribute five index cards to each student.
- Have students write their chosen words on the index cards (one word per card). Ask students to work in pairs to practice reading their words.
Enrichment: Give advanced students a more difficult reading list, possibly for a higher grade level.
Support: Work one-on-one or in small groups with some students to support them in setting goals and reading.
- Move around the room during the independent working time. Check in with students one-on-one to assess their understanding of goal setting, and to assure that they have set a goal for themselves.
Review and closing(10 minutes)
- Gather the class back in a circle.
- Ask, "What can you do each day to meet your reading goal?"
- Ask, "When will we check in with our goals again, using our bar graphs?"
- Expand the discussion outside of reading goals to talk about broader goal-setting habits.
- Have students share in pairs some other goals they have outside of school.
- Invite a few pairs to share what they discussed with the whole class.
- Collect the Goal Setting with Reading Words worksheets.
- Thank the class for their participation and hard work.