3. • SPECIFIC: To be specific, the goal must
answer the six “W” questions. Who, What,
Where, When, Which and Why.
• MEASURABLE: Ask “How will I know when
it is accomplished”?
• ATTAINABLE: Goals must be reachable
and able to come true.
• REALISTIC: The goal must be one that is
able to be reached.
• TIMELY: The goal must have a specific
timeframe within which it can be
attained.
4. INCREASING STUDENT ENGAGEMENT
In order to increase student
engagement and motivation the
literacy activities need to provide
opportunities for students to have
authentic self-expression (Tompkins, p.
279).
Literacy activities need to be driven by
the interests of the students, their inquiry
questions, subjects that matter to them
and interest them and issues that they
think about. (Vasquez & Felderman p.
6-7).
5. By April 15, students will produce a VoiceThread presentation to
the class. The VoiceThread will be a book review of a book that
the student has recently read.
www.voicethread.com
SMART GOAL TO INCREASE STUDENT
ENGAGEMENT:
6. CRITICAL THINKING
Teachers who provide students with opportunities to observe the
world through reading activities and allow them the chance to
challenge common societal ideals are allowing their students the
opportunity to think critically and make decisions and changes to
their school or beyond (Vasquez, V.M. & Felderman, C.B. p 6-7).
7. By April 30, students will create a blog using www.kidblog.org to
post and respond to at least two peers regarding their favorite part
of the novel that the entire class is reading together, Because of
Winn Dixie by Kate DiCamillo.
SMART GOAL FOR CRITICAL
THINKING
8. In order to successfully match students with texts, teachers need
to keep in mind the interests, skill levels and motivation of the
students when selecting texts for instruction (Fisher, Frey & Lapp, p.
99).
Teachers need to use qualitative factors, including content
analysis, levels of meaning and purpose, text structure and
organization, as well as visual supports when choosing
appropriate texts for students (Fisher & Frey, p.3-4).
MATCHING STUDENTS WITH TEXTS
9. By April 15, students will be able to interpret their Diagnostic
Assessment of Reading (DAR) score in order to select appropriate
lexile level books for their independent reading book boxes.
Students will keep track of books read independently by writing a
summary of each book using www.gaggle.net for the teacher to
review and respond to student blogs.
SMART GOAL FOR MATCHING
STUDENTS WITH TEXTS
10. Teachers model behavior to their students. By having the value of
integrity, teachers show students how to be honest through their
daily words and actions. Teachers also need to be consistent
through their dealings with each student. Students need to know
that the teacher will be fair to all. By modeling the value of integrity
to students, teachers provide a value to the students’ lives each
day as well as teach them life lessons.
CORE VALUE OF INTEGRITY
11. Creating smart goals (n.d.). Retrieved from
http://topachievement.com/smart.html
Fisher, D., & Frey, N. (2013). Text complexity and close readings:
Engaging the adolescent learner. International Reading Association. doi:
10.1598/e-ssentials.8015.
Fisher, D., Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in
reading. Newark, DE: International Reading Association.
Tompkins G.E. (2010). Literacy for the 21st century: A balanced
approach (5th ed). Boston, MA: Allyn & Bacon.
Vasques, V.M. & Felderman, C.B. (2013). Critical literacy with new
communication technologies. International Reading Association. doi:
10.1598/e-ssentials.8028.
References
