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SMART Goal: By the end of the school year, 80% of first graders will be able to identify words and phrases in stories or poems that suggest feelings or appeal to the senses with 85% accuracy as demonstrated by teacher-made assessments and reading log activities.

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S – First graders will be able identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

M – 80% of students will reach 85% accuracy on teacher constructed assessments/reading log activities.

A – This is a reasonable goal as depicted by the intended instructional approaches and activities for the year.

R – RL.1.4 This goal aligns the first grade common core standard under Craft and Structure for students, which is understanding the details of text as they relate to feelings and senses.

T – At the end of the school year.

Strategies are directed to your instructional staff (what the teacher will do). Activities are directed to the students (what the student will do). You need at least three strategies and at least one activity for each goal.

Strategies (at least three)

1. Teacher will model how to find sensory and feeling words through think-alouds during read-aloud lessons to show the students that there are very specific words to look for.

a. Activity

Students will read stories or poems and mark (or circle, highlight) the words that

infer feelings or appeal to senses in their reading logs.

1. Teacher will generate and uses graphic organizers to support students as they classify words and phrases related to feelings (emotions) and sensory details.

a. Activity

Students will fill out graphic organizers during small group reading, categorizing words

and phrases as feelings or senses.

1. Teacher will develop and give weekly formative assessments for identifying sensory and feeling words in text.

a. Activity

Students will play games or fill out worksheets to match feelings and sensory experiences with words.

SMART Goal: By the end of the school year, 75% of second grade students will use context clues to figure out the definition of an unfamiliar word with at least 80% accuracy in vocabulary tests given weekly and reading standards.

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S – Second grade students will use context clues to figure out the definition of an unfamiliar word

M – 75% of students will reach 80% accuracy on vocabulary tests and reading standards.

A – This is a reasonable goal given your instruction and the fact that we practice regularly all year.

R – 2.RI.4 This goal aligns the first grade common core standard under Craft and Structure for students, which is understanding the details of text as they relate to feelings and senses.

T – By the end of second grade.

Strategies:

1. Teacher will model and explicitly teach different types of context clues by mini lessons during reading time: the provided definition type, example and sequence (process) types; also a couple of synonyms and antonyms.

1. Activity

Students will identify context clues in short paragraphs and describe how they determined the meaning of new words in their reading journal.

1. Teacher will use vocabulary word walls updated weekly with words from reading text and actively refer students back to these materials during instruction.

1. Activity

Students will work in small groups combining the new words into sentences or short stories by drawing on the word wall.

1. Teacher will prepare weekly formative quizzes based on application of context clues to word meanings.

1. Activity

Students will do these quizzes on their own and then share confusing words in peer groups after the quiz.

SMART Goal: By the end of year, 85% of third grade students will strengthen their writing skills through producing clear and coherent paragraphs with a topic sentence and supporting details, at a proficiency level at least 80% according to teacher rubric assessments and prompts.

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S (Specific): Third grade students will strengthen their writing skills through producing clear and coherent paragraphs with a topic sentence and supporting details.

M (Measurable): 85% of students will attain a score of 80% or higher according to teacher rubric assessments and prompts.

A (Achievable): With the scaffold instruction, modeling, and feedback that is being planned this goal is achievable.

R (Relevant): This meets writing standards as it applies to organizing ideas on paper at this grade level.

T (Time-bound): This will be done by the end of this school year.

Strategies:

1. The teacher will model paragraph writing through think-alouds and examples of strong topic sentences and supporting details during writer’s workshop.

1. Activity

Students would be empowered to practice writing their own paragraphs on familiar topics, with the aim of including a clear topic sentence and supporting details

1. The teacher will distribute graphic organizer to assist the students on planning their paragraphs before writing.

1. Activity

The students will use the graphic organizers to develop their topics and supporting details before writing their paragraphs.

1. The teacher will provide feedback on a regular basis with reference to the rubric (commenting on paragraph structure, both strengths and weaknesses).

1. Activity

Students will go over the teacher feedback of the rubric and rework their paragraphs to make them more structured focusing on strengths as well as areas which need improvement.

You need three SMART Goals!!!!!!!!!!!!!!