Reading Goals



This Reading Goal resource is a systematic way for students to set and reach their reading goals. This resource is for you if you believe in true goal setting for your students. You want your students to grow as readers and you want a simple yet effective way to practice reaching goals. You also want goals that are easily measurable, attainable, and realistic.

Here’s what is included:

Reading Goals Page with all goals listed by domains (Comprehension, Habits, Vocabulary, & Fluency)

“Individual Goal Tracker” Teacher Form

“Goals at a Glance” Teacher Form

Goal Sheet for students to fill out goal and ways to reach goal

45 Goal Cards with activities students complete to reach their goal

A Bulletin Board Display: Perfect way to visually track each student’s goal

Request a Conference Form: Students fill this out when they feel they have met their goal


Pizza Goal Tracker. Students are given a topping that represents each goal met. This is an engaging activity where students are trying to become Master “CHEFs” by earning a certain number of pizza toppings! So engaging!

Parent Letter explaining how they can help their child reach their reading goal

Each goal card has a joke at the bottom. The answer is not on the card. You can give the answer when they reach their goal! Added motivation! So much fun!

Why you should use reading goals in your class:

★Students are aware of their strengths and areas to improve.

★Students have a growth mindset.

★Students know how to effectively use steps to reach their goals.

★Students become more confident in themselves as readers and learners.

★Students love to read.

★Students love to share what they are reading.

★Students encourage each other to reach their goal.

★Reading goals help build a Reading Community in your classroom.

Reading CHEF Goal Domains are:

Comprehension- We choose the top comprehension skills and strategies to focus on that will bring the most growth in our students.

Habits of a Reader– Habits of a reader are very important. We focus on the habits of our readers first. We do this because, without these habits, students cannot grow in other areas. Readers need to build stamina, learn to remain in one place while reading, stay focused, and so on.

Expanding Vocabulary- We choose goals based on strategies and best practices we’ve learned over the years. That includes collecting words and figurative language on what we call Collectors. These collectors encourage students to pay attention to words they do not know. Then students complete a Dictionary Dig. A Dictionary Dig is where the student uses a dictionary to look up the meaning of the words they collected on the Word Collector. We encourage students to add these words to their writing and vocabulary when speaking.

Students can also collect figurative language the author uses. Then the students can identify the type of figurative language it is and the meaning. We encourage students to add this figurative language to their writing

and vocabulary when speaking.

Fluency- Fluency is important for good comprehension and overall

enjoyment of reading. We choose the best practices to improve

our students’ rate, accuracy, smoothness, and prosody.

Goals included


C1.-Retell what you read to someone.

C2.-Back up and reread. Write the page number and a sentence about what confused you. What Fix-Up Strategy did you use to clarify?

C3.-Make a connection. Text to text, self, media, or world.

C4.-Draw a picture of what you see in your head as you read.

C5.-Write 5 questions while you read.

C6.-Write a prediction before you read and give 2 reasons why use made it.

C7.-Write a summary of what you read.

C8.-What did you learn that you didn’t know before you read?

C9.-Identify the author’s purpose for writing the selection. Give 2 reasons why.

C10.-What is the point of view? How do you know?

C11.-Give the main idea and 2 supporting details.

C12.-Write the theme of your story. Support with textual evidence.

C13.-Write 2 facts and opinions.

C14.-Give a cause and effect.

C15.-Compare 2 characters in the story using a Venn Diagram.

Habits of a Reader:

H1.-Get started right away.

H2.-Stay focused. Keep a log of how many minutes you think about what you are reading.

H3.-Stay in one place. Make a checklist of items you need to have prepared before you start reading.

H4.-Increase stamina. Time yourself. Keep a log of how many minutes you read.

H5.-Read daily. Fill out Status of the Class.

H6.-Enjoy Reading. Try a new genre.

H7.-Choose a “Just Right” book. –Open to the middle of the book and do the 5 finger test.

H8.-Finish books in a timely manner.

H9.-Share reading experiences with peers.

H10.-Share reading experience with parents.

H11.-Share reading experience with your teacher

H12.-Squeeze in reading.

Expanding Vocabulary:

EV1.-Focus on adding words to your Word Collector.

EV2.-Look up 7 definitions for your Dictionary Dig instead of 5.

EV3.-Focus on adding figurative language to your Figurative Language Collector.

EV4.-Find and write the meaning of the figurative language.

EV5.-Use context clues to find the meaning of an unknown word and give the type of context clue you used.

EV6.-Focus on finding words with a prefix or suffix. Give the meaning of the word.

Ev7.-Find 3 boring nouns and replace them with more precise nouns.

EV8.-Find 3 boring verbs and replace them with more vivid verbs.

EV9.-Use descriptive words when describing details.


F1.-Read the text through before reading out loud.

F2.-Practice reading ahead with one eye while reading out loud(eye-voice span).

F3.-Read out loud and focus on the commas and end marks.

F4.-Read out loud and focus on chunking meaningful phrases

F5.-Read out loud with confidence and good posture.

F6.-Use gestures and facial expressions when reading out loud.

F7.-Read out loud and adjust speed based on the purpose of reading.

F8.-Read out loud and use different voices for each character.

F9.-When reading out loud, notice mistakes, back up and reread. Parents and peers can help you.

How to use this in your classroom:

★You choose an area of growth(Comprehension, Reading Habits and Behaviors, Vocabulary, or Fluency) that your student needs to improve in and give the student a goal. (We decide on this goal during reading conferences. See our Blog post on Reading Conferences:

★Your student then puts their class number under the Goal Domain(CHEF)and fills out a goal sheet. Next, your student gets a goal card that matches their goal and completes the activities on the goal card as they read.

★ When the student feels they have met the goal, they request a conference (“I’ve Met My Goal” conference) and show you that the goal has been met.

★ If the student has met the goal, they celebrate by adding a topping on their pizza. They work toward earning a certain number of toppings(in our class, students have to earn 8 toppings)in order to become a Master Reading Chef. Then the student chooses the next goal to work on.

★If the student still needs to work on meeting the goal, have them get another goal card and work with them to continue to practice. This may be an area where they need more intervention and we would recommend putting them into a Strategy Group if you are not seeing growth. Check out our blog post on Strategy groups here:

The best part is that we made this resource using a fun and engaging theme! Students are CHEFS and they are working to become MASTER CHEFS!


Need other resources?

Reading Response Forms

Reading Challenge for 40 Books

Book Clubs




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This pack is intended for ONE CLASSROOM TEACHER to use. If you would like to share with your colleagues, please purchase an additional license. Thank you for respecting our hard work!

All rights reserved by the author.

Permission to copy for single classroom use only.

Electronic distribution is limited to single classroom use only. Not for public display.


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