Metacognition: Reflecting on the little voice inside their heads
Lesson 5 of 5
Objective: SWBAT reflect on their understanding of metacognition through written expression and visual representation
I like to spend a sufficient amount of time on each strategy to allow for an introduction, modeling, scaffolding, independent practice, assessment, and reflection. Therefore, I spend approximately 1 week on each strategy and follow a similar instructional routine. This is day 5 of Metacognition Week – Reflection. In this lesson, I will be asking students to think about what they would say if they wanted to teach someone else about Metacognition. When someone can explain/teach a strategy to someone else, it shows that they have a secure grasp of the concept and is one more way of assessing and solidifying their understanding.
Connection: I always start by connecting today’s lesson to something kids have previously learned so that it triggers their schema and background knowledge. Since this is the final day of Metacognition Week, I make a connection to all of the activities we have done throughout the week. I remind them that on Monday we introduced the strategy and noticed it. On Tuesday, we practiced the strategy with familiar books that we have all read together. On Wednesday, they applied the strategy to their own books. And on Thursday, they proved that they understood the strategy by turning in a Metacognition Guide. This is when I hand back the students’ Guides with feedback so that they can review and reflect on their level of understanding.
Teaching Point: This is when I tell kids explicitly what we will be working on. I say that today they will be reflecting on metacognition. I explain that they will use their Reader’s Notebook to answer the question: If you were going to teach someone what metacognition is, what would you say? Also, after writing their explanation, I want them to draw a picture to go with it that represents what metacognition is. A visual representation is a great way for students to express their understanding. Other ideas that reach different learning styles are for students are to write a song about the strategy or act it out in a creative way.
Active Engagement: This is where students get to try out the strategy that I just taught them. I ask them to think about what they might say to answer the question and what their picture might look like. After a minute or two of thinking time, I tell them to turn and talk to their partner to share some ideas. I give the students a few minutes then call on some to share.
Link to Ongoing Work: During this portion of the mini-lesson, I give the students a task that they will focus on during Independent Reading time. I tell them that during Independent Reading, their job is to complete the task that we’ve discussed in their Reader’s Notebooks. When they finish their task, they should continue reading books from their browsing box. After asking if there are any questions, I send them off for Prep Time.
Transition Time: Every day after the mini-lesson, students get 5 minutes of Prep Time to choose new books (if needed), find a comfy spot, use the bathroom, and anything else they might need to do to prepare for 40 minutes of uninterrupted Independent Reading.
Guided Practice: Today, I will be conferencing with students right at their comfy spots and helping some with their Guides. This is also a good opportunity to work with students that need re-teaching and extra support with this strategy. One of things I do during this time is work one-on-one with my struggling readers. I have short, leveled reading passages that are copied in a binder so they are always ready to use and no prep is necessary. I call a student and introduce the text and listen as they read. The student has his/her own copy in a plastic sleeve that they read from and I have a copy that I take notes on. When they struggle with a word, we stop and try strategies such as segmenting, looking for familiar parts, using context clues, etc. I circle those words on my copy so that we can revisit them after we finish the passage. I also keep track of fluency and ask questions at the end to make sure they comprehended the text. When we finish reading, I give them the copy that my notes are on, with the circled words, and tell them to re-read it to someone at home. I also encourage parents to keep these reading passages in a folder at home as a collection of “just right” texts for their children to use to practice reading fluently. This process only takes about 5-10 minutes so I am able to meet with several students during Guided Practice or a combination of one-on-one students and small groups.
Closing: At the end of 40 minutes, I remind students that their job during reading time was to write in their Reader’s Notebook to teach someone what metacognition is and draw a picture to represent it. I ask them to meet with their reading partner to share their work. After giving them time to meet, I call on a few students to share. Hopefully, they share that Metacognition is being aware of their own thinking. A common picture they might draw would be a thought bubble describing one of their thoughts. I then tell the class to put their graded Metacognition Guide in their mailbox to take home. Sending the graded Guide home at the end of each week is a great way to keep parents aware of the strategies you are working on in class and how their children are doing. Reader’s Workshop has come to an end so students put their browsing boxes away and make sure the library is neat and organized.