![]() Draw a simplified example of the sight word bar graph on the board/chart using a maximum of 10 words.Tell students that each time they learn new sight words, they will be tracked on a bar graph.Share goals you may have for your students. Another goal is for students to become good at math. One goal is for all students to become great readers. Explain that in school there are lots of goals for students.If needed make suggestions such as running a certain distance, learning a new language, reading a long book or a certain number of books. Ask students what might be a goal you would work towards.Explain that you can set lots of different goals in life. Define a goal as something towards which you work. Explain to students that when you are on a trip your destination (where you are going) is the goal. ![]() The teacher introduces the concept of goal setting by asking students, “Have you every been on a trip in the car and asked your parents, ‘Are we there yet?” Further questions can be asked to increase student engagement such as: Where were you going? How long was the drive? How did you know when you were there?. ![]() The teacher will organize student experiences by sequencing the activities appropriately following the procedures below. Accelerated learners will progress faster than others. This lesson is easily tailored to the needs of any student as each sight word goal setting activity is individualized to the student. Self-evaluation occurs naturally in the activity as each goal is met, exceeded, or determined to be too high. Students will express their understanding through the goal setting process. The hands-on nature of the lesson allows for this process to happen repeatedly providing regular opportunities for reflection, revisiting, revising, and rethinking. Students will be able to reflect, revisit, revise and rethink their goals each time their sight word progression is checked. The students will experience the process of setting goals and tracking their progress towards acquisition. In this case, the trip is learning sight words. To hook students’ interest, the teacher will ask students if they have ever been in the car and asked their parent, “Are we there yet?” The teacher will explain that sometimes it is hard to know if you are close to where you want to be without knowing where you are – just like being on a trip. The teacher will explain that without a way to track their progress, they would not know how far they have come. ![]() The teacher will tell students that they will be tracking the sight words they have learned and setting goals for the next time they are assessed. ![]()
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