Reading/Fluency Standards Based Annual Goals
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- Tamsyn Summers
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1 Reading/Fluency First grade (1.5.1) The student will establish letter-naming fluency at a rate of 40-plus letters per minute by the First grade (1.5.3) When given a first grade passage, the student will read words of connected, decodable text per minute with 100 % accuracy by the Second grade (2.5.2) When given a second grade passage, the student will read words of connected, decodable text per minute with 100% accuracy by the Third grade (3.3.5) When given a third grade passage, the student will read words of connected, decodable text per minute with 100% accuracy by the *** Grades 1-3 are the only grades with fluency standards. For students in all grades, use fluency goals such as: When given a fourth grade passage, the student will read words per minute with % accuracy by the *This is especially appropriate for students participating in Passport. We can use the VIP data to monitor and document progress. Do not specify in your annual goal that it is a Passport passage, just specify the grade level of the passage. Base your words per minute and your accuracy on the VIP data that you have for this school year.
2 Reading/Sight Words First grade (1.5.3) The student will recognize 100 percent of the Dolch sight word list for first grade by the (Change the percentage and level as is appropriate for the individual student. This is the standard for first grade to know all of the first grade Dolch sight words, but will need to be lowered for some students.) Second grade (2.5.1) The student will recognize 100 percent of the Dolch sight words for second grade by the (You may want to combine standards for an annual goal, i.e. The student will recognize percent of the Dolch sight words for first and second grade by the ) Third grade (3.3.5) The student will recognize 100 percent of Dolch sight words for third grade by the end of the school year. There are also the Wilson s Essentials Sight Words that could be used instead of Dolch. See list in the Assessment section of the notebook.
3 Reading/Comprehension First grade (1.4.2) The student will answer out of who, where, and what questions after listening to or reading a story on first grade level by the First grade (1.4.3) The student will retell events of a familiar story on first grade level with or without a book including beginning, middle, and end by the Second grade (2.4.4) When given second grade words, the student will classify them into categories, with or without pictures (add choice of measurement) by the Second grade (2.4.5) The student will tell the main idea or topic of a second grade passage in out of opportunities by the Third grade (3.3.1 and combined) When given a third grade passage, the student will identify characters, character actions, motives, emotions, traits and feelings and will answer what if, why, and how questions with % accuracy or (will answer out of questions correctly or choice of measurement) by the **additional goal: adaptable for any grade When given a second grade passage, the student will either read or listen to it and answer out of 10 questions correctly by the **This is especially appropriate for students participating in Passport. There are Passport stories and coinciding questions for each level of Passport in the Assessment section of the notebook. **Adapt the above goal for any grade level that is appropriate for the student. Do not specify the passage as a Passport passage, but specify it as a grade level passage. Passport Level A grade K Passport Level B grade 1 Passport Level C grade 2 Passport Level D grade 3 Passport Level E grade 4 Passport Level F grade 5
4 Reading/Comprehension continued More in depth comprehension goals: Fourth grade (4.3) When given a fourth grade passage, the student will use a wide range of strategies including distinguishing fiction from nonfiction, determining sequence of events, and drawing conclusions with % accuracy or will answer out of correctly by the end of the school year. Sixth grade (6.1) When given a sixth grade reading material, the student will be able to make predictions, compare and contrast actions of characters, and compare ideas from two authors in out of opportunities by the
5 Reading/Phonemic Awareness/Decoding First grade (1.1) The student will demonstrate phonemic awareness by isolating, deleting, and adding phonemes and by identifying initial, medial, and final sounds in one-syllable words (add choice of measurement here) by the First grade (1.2) The student will decode printed words, including words with consonant blends (2-3 letter blends: br,sl,str) that require blending 3-4 phonemes into a whole word (add choice of measurement here, i.e. with % accuracy or in out of words) by the end of the school year. Second grade (2.1 and 2.2) combined The student will identify syllables in 2 and 3 syllable words, will decode multisyllable words including diphthongs and digraphs (add choice of measurement) accuracy by the Third grade (3.1) The student will demonstrate phonological skills in multiple-syllable words, including consonants, short vowels, blends, long vowel markers (ex. teacher, realize), and r- controlled vowels (add choice of measurement here) by the Fourth grade (4.1) The student will identify prefixes, suffixes, root words, syllables in 2 and 3 syllable words, and common contractions (add choice of measurement) by the end of the school year.
6 Reading/Vocabulary First grade (1.3) The student will identify and sort pictures of common words into common categories in out of opportunities and will use words to describe location, size, color, and shape in out of opportunities by the Second grade (2.3) The student will identify out of common antonyms and synonyms and will use words that describe (location, size, color, shape) in out of opportunities by the Third grade (3.2) The student will identify the two separate words in compound words and will demonstrate knowledge of the meaning of separate words in compound words with (choice of measurement here) by the Fourth grade (4.2) The student will explain synonyms and antonyms, categorize words as synonyms and antonyms, and locate synonyms and antonyms for given words in a dictionary (add choice of measurement here) by the Fifth grade (5.2) The student will recognize the meaning of multiple-meaning words and will use a dictionary to define two or more meanings of multiple-meaning words (add choice of measurement) by the
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