| Setting goals is an important aspect of a | | | | In setting goals for your students, you must also |
| successful independent reading program. Students | | | | have a way to help them track their goals. |
| must have something to strive for - a goal to | | | | Students may seem overwhelmed by looking |
| reach, a purpose. Setting goals also gives more | | | | ahead at the larger picture. Break down the goal |
| autonomy to the students as they reed, for they | | | | for them, and teach them how to track their |
| know that they alone are responsible for reaching | | | | goals into weekly expectations. For instance, if the |
| their reading goals. Before setting goals, you must | | | | goal is to read six books by the end of the |
| first target each individual students reading level. | | | | six-week grading period, break it down, and |
| Check your schools adopted reading series for a | | | | explain that means that they should be reading at |
| reading comprehension test, and use it to | | | | least one book per week. Having smaller goals will |
| determine a targeted reading range | | | | help them stay focused and reach the larger goal |
| Once reading levels have been targeted for your | | | | without getting frustrated. The same goes with |
| students, you are now ready to set school | | | | points. If the student needs to earn 30 points in |
| semester goals for them. There are a variety of | | | | the six week term, help them break it down into |
| ways that this can be done. One way is to | | | | the number of points they need to earn each |
| instruct the student to read a certain number of | | | | week, which, in turn, leads to guiding them to |
| books in a certain period of time. You can also | | | | select books worth that many points. |
| use a point system goal based on the points you | | | | Many students will meet their goals prior to the |
| have assigned your class library books, as | | | | end of the grading period. Make it clear early on |
| mentioned earlier in this course. The idea here is | | | | that this doesn't mean they can quit reading. Make |
| to set some sort of goal that the student is to | | | | it a challenge to see how far they can surpass |
| accomplish by the end of the grading period. The | | | | their goal. More will be discussed on this in the |
| goal needs to be a challenge, yet attainable | | | | lesson on rewards, but offer rewards for going |
| through the amount of class time you designate | | | | above and beyond the initial goal set. |
| for reading. | | | | |