Setting Student Reading Goals

In an effort to ensure each and every student continues to make progress, Reading Teachers across the district set student goals each year. Roberts Teachers are meeting with individual students over the next week or two(if they have not done so already) and are setting Reading goals for the current school year. The amount of student input varies based on age and/or grade of students. In determining functional Reading Goals for individual student, the teachers have first evaluated for current reading level.

There are many evaluation instruments available to teachers to determine student reading levels. Here at Roberts, one of the most valuable tools is a Reading Running Record. This involves listening to a student read, recording errors, time, repetitions and self corrections. Once complete, the teacher and student discuss the student understanding and evaluate comprehension. This gives teachers critical information needed in order to determine current reading skills and level as well as make instructional decisions to be sure each student makes progress toward Reading performance goals.

When determining student reading levels, teachers must consider all aspects of a student's reading, including fluency, phrasing, accuracy and comprehension skills. This determines a student's independent reading level. The Instructional Reading Level will usually be one level higher than the Independent Reading Level. Teachers will plan for additional instruction in accuracy (sight word reading, phonemic processing and knowledge), fluency (speed and phrasing), and/or comprehension (inferencing, summarizing, recalling facts and details, vocabulary etc).

We use 2 instruments at Roberts for Reading Running Records: Fountas and Pinnell and Developmental Reading Assessment (DRA). We primarily use the DRA in grades K,1 and 2 and Fountas and Pinnell in grades 4 and 5. In 3rd Grade, we use one or the other depending on the individual's reading level.

As you can see from the information below, students make the most visible progress in the lower grades and there are more opportunities for skill specific development within a level at the higher grades. For example, If you are at a level U in 5th grade, you may not end the year on a W, but work on improving fluency or comprehension on a level U or V.

Please look for your student’s Reading Goal Sheet in the Tuesday folder sometime over the next couple of weeks and keep a copy at home. Discussing goals and implementing a plan will be a help you encourage your student to continue on the path to become a great reader.