Goals & Objectives

Learning Goals & Objectives

Students will be able to read grade level-appropriate reading material aloud fluently in group settings, demonstrating confidence in their literacy skills.

Students will correctly identify and pronounce sight words and key vocabulary, reinforcing both phonetic knowledge and reading comprehension.
Students will model reading fluency with their peers, paying attention to phonetic patterns and proper pacing.
Students will actively participate in group readalouds and identify areas of achievement and improvement, building confidence in their reading skills.

Students will be able to complete progressively longer and more complex texts without losing focus and demonstrate their comprehension and retention of key information through reflective activities, in order to improve reading stamina and comprehension.

Students will summarize and analyze key elements of the text through discussions with peers, building understanding and demonstrating comprehension through collaborative discussions.
Students will create a story map of the text and identifying key characters, settings, and events, reinforcing comprehension while building motor skills (handwriting).

Students will build autonomy and intrinsic motivation in literacy by independently choosing reading materials, setting goals, and reflecting on progress.

Students will independently select reading materials based on personal interests and reading level, fostering autonomy in reading.
Students will set personal reading goals and evaluate their progress, reflecting on their achievements and areas for growth through a reading journal, encouraging confidence and self-awareness in their skills.

Vygtosky's Sociocultural Theory

Vygotsky's sociocultural theory of learning emphasizes that learning is a social process. Children learn through interactions with more knowledgeable individuals. Cognitive development occurs through collaboration or guided participation. He also created the idea of the Zone of Proximal Development (ZPD), which is the gap between what a learner can and can't do on their own. (Vygotsky, 1978)

We believe that students' participation in social activities, such as group readalouds or reading comprehension discussions with peers, will be a valuable part of the growth of their understanding. Including groupwork in our intervention ensures that we are not only building literacy skills, but also the social skills that have been damaged by COVID as well.

Vygotsky's concept of scaffolded instruction is also a key part of building confidence among our young learners. Teachers and other adults will provide temporary support through modeling or hints, but as students proceed, that support is gradually scaled back. We hope that appropriate scaffolding will not only build students' skill, but their confidence.

Constructivism

Constructivism is a learning theory that emphasizes the importance of learning through interaction. Learners actively construct their understanding and knowledge through their experiences, and modify it as they encounter new experiences and information. It also places an emphasis on active learning through authentic tasks. (Amineh & Asl, 2015)

Active learning is a key part of helping students move from extrinsic motivation to intrinsic motivation in reading. Students' personal engagement and choices in reading are used to construct their learning, encouraging deeper engagement in the material and activities.

Choosing their reading material also encourages them to build connections from their prior knowledge and experience.

Constructivism also emphasizes the use of negotiation in the curriculum. Negotiating is key to creating meaningful learning--it invites students to interact with the curriculum, which encourages them to develop real investment in their learning. (Amineh & Asl, 2015)

We also believe that giving students the opportunity to choose what they read ties in with the exploratory learning principles already in practice, making it more personal and meaningful.

Bloom's Taxonomy

Bloom's taxonomy is a framework for setting instructional objectives, designed to "help educators clarify and communicate what they intended students to learn as a result of instruction." (Anderson & Krawthol, 2001) It is divided into 3 domains: cognitive, affective, and psychomotor.

Cognitive Domain

Intellectual skills: knowledge, comprehension, analysis, evaluation

Students will be able to recall and understand sight words, phonetic patterns, and key vocabulary words.
Students will be able to apply strategies to identify and pronounce unfamiliar words.
Students will remember, summarize, and explain key ideas and details from the texts they read.
Students will select books that match their interests and reading levels, and track their progress in fluency and comprehension.

Affective Domain

Emotional development: engagement, motivation, confidence

Students will select books based on their personal interests, and reflect on their engagement with the texts.
Students will set personal reading goals and evaluate their progress, celebrating their growth and building intrinsic motivation.
Students will develop confidence in literacy skills by reading aloud in group settings and identifying their successful applications of skill.

Psychomotor Domain

Physical skills: oral language skills, writing

Students will demonstrate reading fluency by reading aloud with attention to pronunciation, expression, and punctuation.
Students will build oral language skills by summarizing texts and participating in storytelling.
Students will engage in writing and drawing activities like story mapping and journaling to practice handwriting and reinforce understanding of texts.

Bloom's Taxonomy Pyramid

Remember...

Sight words and phonetic patterns
Key details from story
Genres and reading categories

Understand...

Key vocabulary words from text
Key idea of the passage or story
Genres and reading levels of stories they can and want to read

Apply...

Phonetics and word recognition strategies for pronouncing unfamiliar words.
Summarizing the key elements of the text to a partner
Choose a book relevant to interests and appropriate for their reading level

Analyze...

Punctuation and dialogue's effect on the flow of the text
Differences and similarities of story with a partner's story
Compare current book to previous books they’ve read to identify growth

Evaluate...

Something that they feel good about when reading aloud, and/or something they want to work on
Describe story setting and judge whether they’d like to go there or not
Reading progress

Create...

Volunteer to read aloud in group settings
Story map with key characters, settings, and events (drawing and writing)
Reading achievement journal for reflection and celebration of progress

References

Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social sciences, literature and languages, 1(1), 9-16.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives: complete edition. Addison Wesley Longman, Inc..

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

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