Writing Appropriate Goals for Progress Monitoring
Sample Goals for Reading-CBM
Overall goal: Student will be able to read and comprehend an on grade level text with 90-95
% accuracy and ___ wpm.
Samples of specific goals if student struggles with decoding:
1. Student will be able to read at least 30 cvc words with blends and digraphs in one minute
with at least 80% accuracy after 5 weeks of explicit instruction in short vowel patterns from
Ms. ____, 3 days per week for 15 minutes in small group setting.
(If student struggles with Parts E, F, or G on CORE phonics survey.)
2. Student will be able to read at least 30 words with r-controlled vowels in one minute with at
least 80% accuracy after 3 weeks of explicit instruction in r-controlled patterns from Mr. ____,
2 days per week for 20 minutes in small group setting.
(If student struggles with Part H on CORE phonics survey.)
3. Student will be able to read at least 30 words with long vowel patterns in one minute with
at least 80% accuracy after 4 weeks of explicit instruction in long vowel patterns from Mrs.
____, 4 days per week for 10 minutes in a small group setting.
(If student struggles with Part I on CORE phonics survey.)
4. Student will be able to read at least 30 words with variant vowel patterns in one minute
with at least 80% accuracy after 4 weeks of explicit instruction in variant vowel patterns from
Mr. ____, 3 days per week for 15 minutes in small group setting.
(If student struggles with Part J on CORE phonics survey.)
5. Student will be able to read at least 30 words with low frequency and consonant spellings
in one minute with at least 80% accuracy after 3 weeks of explicit instruction in low frequency
and consonant spelling patterns from Mrs. ____, 4 days per week for 10 minutes in small
group setting.
(If student struggles with Part K on CORE phonics survey.)
6. Student will be able to read at least 30 multisyllabic words in one minute with at least 80%
accuracy after 6 weeks of explicit instruction in syllable types and syllable division rules from
Mr. ____, 2 days per week for 20 minutes in small group setting.
(If student struggles with Part L on CORE phonics survey.)
04/12
i3 C.O.M.P.A.S.S. Dept.
Writing Appropriate Goals for Progress Monitoring
How will you know if decoding skills are the issue? AIMSweb Reading-CBM
Benchmarks, CORE Phonics Survey, Basic Skills Assessment (NC SIP), Letterland
Assessments, Primary Spelling Inventory, Upper Elementary Spelling Inventory
How can you progress monitor? Reading CBM, weekly timed trials graphing number of
words read in one minute with patterns studied (goal of 30), timed trials graphing percentage
of words read accurately in one minute, weekly spell checks with patterns studied (8 out of 10
words mastery), running records
What interventions can you provide? systematic word study (ex: Words Their Way),
Letterland interventions and games, Fundations, FCRR phonics games, Words Their Way
phonics games
04/12
i3 C.O.M.P.A.S.S. Dept.
Writing Appropriate Goals for Progress Monitoring
Sample of specific goals if student struggles with fluency or pace (reading rate):
Student will be able to read ___ wpm on a text on his instructional reading level with 95%
accuracy after 4 weeks of direct instruction on fluency. Ms. ____ will use echo reading and
choral reading strategies on text at student’s instructional reading level in small group reading
instruction 3 days per week for 15 minutes to provide modeling and practice for fluent
reading.
AIMSweb Spring Benchmark Goals (no comprehension questions)
1st Grade: 53 wcpm
2nd Grade: 92 wcpm
3rd Grade: 119 wcpm
4th Grade: 136 wcpm
5th Grade: 143 wcpm
6th Grade: 161 wcpm
7th Grade: 171 wcpm
8th Grade: 161 wcpm
Minimum Reading Rates for Informal Reading Inventories
(with comprehension questions) –Appalachian State University
1st grade text or Levels H & I: 50 wpm
2nd grade text or Levels J, K, L, M: 80 wpm
3rd grade text or Levels N, O, P: 90 wpm
4th grade text or Levels Q, R, S, T: 100 wpm
5th grade text or Levels U, V, W: 110 wpm
6th grade text or Levels X, Y and Z: 120+ wpm
*Students’ goals will change as student moves from one instructional level of text to another.
For example, a student’s goal might be 50 wpm when he/she is reading on a 1st grade
instructional reading level but as the student moves to a 2 nd grade instructional reading level,
his or her goal would increase to 80 wpm on that 2 nd grade level of text.
Sample of specific goals if student struggles with fluency / prosody (such as
expression, phrasing, smoothness):
Student will be able to read with expression, phrasing and smoothness on a text at his
instructional reading level scoring a Level 4 in all three areas of fluency using a qualitative
fluency rubric each week. Mr. ___ will teach a phrased text lesson 2 days per week for 15
minutes in a small group setting emphasizing expression, phrasing and smoothness.
04/12
i3 C.O.M.P.A.S.S. Dept.
Writing Appropriate Goals for Progress Monitoring
How will you know if fluency is the issue? AIMSweb R-CBM Benchmarks, Informal
Reading Inventories (IRI’s), Running Records monitoring reading rate, ASU Word
Recognition Test
How can you progress monitor? Reading CBM, weekly or bimonthly running records,
weekly graphing of the number of words read correctly in one minute on text at student’s
instructional reading level, qualitative fluency rubric, repeated readings graphs
What interventions can you provide? Phrased-Texts Lessons, Repeated Readings,
Assisted Readings (choral, echo, paired, buddy, pre-recorded), Fluency Development
Lesson, Reader’s Theater, Easy Readings (books on student’s independent reading level),
Performance Readings (Ex: poetry read aloud), Letterland interventions and games, FCRR
fluency games
04/12
i3 C.O.M.P.A.S.S. Dept.
Writing Appropriate Goals for Progress Monitoring
Sample of specific goals if student struggles with sight word recognition or sight word
automaticity:
1. Student will be able to read all of the ___ Dolch sight words on the ___ sight word list
without hesitation after 4 weeks of interventions. Mr. ___ will practice sight words with drills
and games 5 days per week for 5-10 minutes in a small group setting during guided reading.
Preprimer list = 69 sight words
Primer list = 31 sight words
1st grade list = 27 sight words
2nd grade list = 54 sight words
3rd grade list = 40 sight words
Dolch nouns = 56 sight words
*Students goals will change as student moves from the easiest list to the harder list. For
example, a student’s goal will be 69 sight words when he/she is working on the preprimer list
but as the student moves to the primer list, his or her goal would change to 31 sight words on
the primer list.
2. Student will be able to read ___ wpm on a text on his instructional reading level with 95%
accuracy after 4 weeks of interventions with rereadings to increase sight word automaticity.
Mr. ___ will read and reread familiar stories 2 days per week for 15 minutes with __ in a small
group setting during guided reading in order to increase the number of sight words ___can
recognize automatically.
3. Student will be able to read 150 – 200 sight words in his/her word bank with automaticity
and 100% accuracy. Ms. ____ will create a word bank for ___ using sight words from familiar
texts for practice and review 10 minutes, 3 days per week.
How will you know if sight word recognition / automaticity is an issue? AIMSweb
Reading-CBM Benchmarks, 220 Dolch Sight Word List, Fry’s 300 Instant High Frequency
Words, ASU Word Recognition Test, Running Records, Informal Reading Inventories (IRI’s),
San Diego Quick Assessment
How can you progress monitor? Reading- CBM, weekly graph or count of sight words in
sight word bank, weekly sight word check graphing # of words read accurately, weekly sight
word check graphing number of words read in one minute, running records
What interventions can you provide? word study analyzing known words out of context
(ex: Words Their Way), Letterland interventions and games, FCRR sight word games, Words
Their Way games sight word games, word banks
04/12
i3 C.O.M.P.A.S.S. Dept.
Writing Appropriate Goals for Progress Monitoring
04/12
i3 C.O.M.P.A.S.S. Dept.