 Okay, so I passed out our weekly reading goal sheet and I want you to think about how much you can read at home this week, what you have going on, how much time you can commit each night to reading. So I want you to look at your goal sheet now and we know that we're going to fill in the G for each day, Monday through Sunday, correct? So what does our G stand for, Abby? Goal. Goal. Okay. Today in my fifth grade classroom the students were filling out reading goal sheets to plan for their week and their reading time at home. I created this reading goal sheet where they are deciding how much and when they are reading and they decide that on Mondays and the idea is for them to, especially the struggling readers, to read more each week. What happens if you don't reach your goal each night? What should you do one night if you're really busy, something came up and you can't get your reading in? Amber? Maybe you should try to read past your goal another night. Okay, so Amber suggests maybe reading past your goal another night. So maybe another night you're free and you can add those minutes in that night. So go ahead and take a minute. The benefit of doing goal setting is that they are deciding what they are doing. I'm not mandating anything. I'm not telling them how much they have to do. It's on them and it's not their parents telling them either. They realize they set their goal, they want to try to meet their goal. It's them having that accountability and it's not coming from me, it's not coming from their parents. So I've seen success with it. So after you have your goal sheet filled in, you're going to take your goal sheet home, maybe put it on the fridge, put it in a folder where you can find it each night and then after you do your reading, you're going to color in how much time you actually read that night in the A. What does the A stand for? Kyla? Actual. So A stands for actual. To prepare my students for the reading goal sheet, in the beginning of the year we talked about our reading goals. What do we want out of reading? And we talked about comprehension, thinking about what you're reading. We talked about vocabulary and learning new words. We talked about fluency, having that storyteller voice and picking the right books. So we're looking to our reading goals that we made in the beginning of the year and John mentioned our comprehension, thinking about what's happened and is happening in the book while we're reading. So just reading words isn't enough. You have to think about what's happening. At one time had a reading calendar where they had to read so many minutes throughout the month and their parents had to initial it and I just found that students had no stake in it and I felt like it wasn't going anywhere. I was asking them to read and I had minutes but what then, you know, what were we doing with that? So why is it so important that we are reading on a nightly basis? Why is that so important? I came up with this idea at our beginning of the year kickoff in the county. They were talking a lot about goals and even with the formative assessment we were talking about goals and students self-assessing. So then I came up with a reading goal sheet and then from that I came up with the reflection because then I thought, okay, so I have this reading goal sheet, now what do we do with it? It's a paper every week. I was putting little stickers on it. We were talking about how much they read but then what? And so then I thought, well let me do a reflection where they're reflecting on what they've done and if they're increasing their minutes or they're understanding what they're reading. Okay, Jake, so we're going to look at your reading goal reflection and you filled this out on your own so now I want to talk to you about it. So I had you every four weeks I do a reading goal reflection which captures those goals and asks them to think about do they do this sometimes, do they do it all the time, do they do it, do they never do it? Thinking about what they're reading, finding meaning for new vocabulary words, that sort of thing. And then I asked you to rate our reading goals and how you think you are doing, correct? So if you put a one next to something it would be all the time you do that, correct? Like visualizing, thinking about what's happening, finding meaning for unknown words. If you put a two by it that would be some of the time and if you put a three by it that would be never, correct? So let's focus on your three, something that you don't do because we want to make sure that you do that, correct? Okay, so what did you put a three next to? Can you read that to me? Okay, so finding the meaning for unknown words, so that's something you definitely want to work on, right? All right, so your plan of action, you came up with a plan of action and you said that your plan of action is to use strategies to help you find the meaning of vocabulary words, which is a great idea. Let me show you what you did on your goal sheet last week. So you found four words that have prefixes and suffixes, correct? The back of the sheet came a little bit later in the year. I started with just finding vocabulary words, but then I felt like I could take it to a new level and actually see what the kids were learning. And so we did prefixes and suffixes, I've done multiple meaning words if they found them while they were reading. I even took it into English and did adjectives and adverbs and had them finding those, the comparisons that we have to do in fifth grade and talked about how that adds to the detail of the sentences. So that lets me know who gets it and who doesn't.