Stephanie Clark
Section 4
Section 4: Goal Setting
Based on the Needs Assessment, informal assessments as well as conversations with his ESL
teacher (my co-operating teacher), I am going to focus the instructional goals on pronunciation.
It seems like the student will guess at words which is therefore affecting his reading fluency as
well as his reading comprehension. He needs to master some foundational skills in order to be
on target and grade-level.
(Reminder: I am working with a 1st grade student with an ELP level of 2 in an English/Language
Arts classroom.)
Needs Assessment Result
(with ELP re-stated)
Sight Word
Pronunciation
Scored 6/20
Reading Passage
Pronunciation/Fluency
Scored 37/82
Instructional Goal
1. The student will
learn to
read/pronounce a
variety of vowel
sounds within sight
words correctly.
I am going to review letters/combination of
letters and their sound-correspondences.
The student seems to know his letters, but
does not seem to know the vowel sounds. I
noted that many times the words he
mispronounces/misreads are due to
mispronunciation of vowel sounds.
Learning, reviewing, practicing, and
possibly mastering vowel sounds of sight
words in isolation will later assist him with
his reading fluency and comprehension.
2. The student will
continue to
read/pronounce
newly learned words
(with a focus on
vowel sounds)
correctly within
context to increase
fluency and
understanding of
text.
I think that the task of learning and
mastering vowels in terms of letters and
their corresponding vowel sounds is a
colossal task; therefore, I think that it would
be best to learn/review the vowel lettersound correspondences of sight words in
isolation, mastering the letters and their
sounds, while becoming familiar with the
vowel sounds in a variety of words
(Instructional Goal 1). Then, to continue
with that goal in a more involved manner, I
will use what we learned about vowel letters
and their sounds within words to practice
and utilize these words in context of
sentences/reading passages to assist the
student with reading fluency, and therefore,
reading comprehension.
(Focus on pronunciation
of sight words and
pronunciation of vowel
sounds.)
ELP Level 2
Sight Word
Pronunciation
Scored 6/20
Reading Passage
Pronunciation/Fluency
Scored 37/82
(Focus on pronunciation
of sight words and
pronunciation of vowel
sounds.)
ELP Level 2
Explain, Connect, & Defend Goal
Stephanie Clark
Section 4
Sight Word
Pronunciation
Scored 6/20
Reading Passage
Pronunciation/Fluency
Scored 37/82
(Focus on pronunciation
of sight words and
pronunciation of vowel
sounds.)
3. The student will
read/pronounce a
variety of common
letter combinations
(including
vowel/consonant
combinations and
consonant
combinations)
within sight words
correctly.
ELP Level 2
Sight Word
Pronunciation
Scored 6/20
Reading Passage
Pronunciation/Fluency
Scored 37/82
(Focus on pronunciation
of sight words and
pronunciation of vowel
sounds.)
ELP Level 2
4. The student will
read/pronounce
newly learned words
(with a focus on
vowel/consonant
combinations and
consonant
combinations)
correctly within
context to increase
fluency and
understanding of
text.
I am going to review common letter
combinations (including vowel/consonant
and consonant combinations) such as words
with ending with “-ing,” “-it,” “-aw,” “-eet”,
“th”, etc. I believe that learning common
letter combinations will help him with his
reading/pronunciation. From the needs
assessment and informal assessments, he
seemed to have difficulty with the words
ending with “-ing”, which is fairly common
and will be something he encounters many
times throughout his schooling. He first
pronounced the word thing as “delk” and
then changed it to “think.” I believe that
learning common letter combinations like
this and their sound-correspondences will
assist him greatly. Learning, reviewing,
practicing, and possibly mastering letter
combinations of words in isolation will later
assist him with his reading fluency and
comprehension.
I believe that the task of mastering letter
combinations (including vowel/consonant
and consonant combinations) will take some
time; therefore, I believe that in order to
help the student master the third
instructional goal, he must have more
practice and opportunities to experience
words with these various letter
combinations. Thus, to continue the second
goal by increasing the involvement of the
words through sentences and reading
passages, I will have the student revisit
these words within text in order to increase
fluency and understanding of text.
Possible Standards Aligned to Instructional Goals and Lessons:
PA Academic Standards
1.1.1.B: Use word recognition techniques:
 Demonstrate phonological awareness through phoneme manipulation.
 Demonstrate knowledge of letter sound correspondence (alphabetic principle) to decode
and encode words.
Stephanie Clark
Section 4
1.1.1.E: Demonstrate accuracy and automaticity in decoding and oral reading of grade level text.
1.2.1.A: Demonstrate concepts of print. Identify text organization and use content to derive
meaning from text .
Common Core Standards (Reading-Foundational Skills):
Print Concepts:
CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
Phonological Awareness:
CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.
CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA-LITERACY.RF.1.2.D
Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.
Stephanie Clark
Section 4
CCSS.ELA-LITERACY.RF.1.3.B
Decode regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-LITERACY.RF.1.3.D
Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word.
CCSS.ELA-LITERACY.RF.1.3.E
Decode two-syllable words following basic patterns by breaking the words into syllables.
CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.
Fluency:
CCSS.ELA-LITERACY.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.1.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive
readings.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Common Core Standards (Reading-Literature):
Key Ideas and Details:
Stephanie Clark
Section 4
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Common Core Standards (Reading-Informational Text):
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a text.
Craft and Structure:
CCSS.ELA-LITERACY.RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a
text.