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 4 of Metacognition Week – Assessment. In this lesson, I am giving the students the chance to prove that they understand the strategy of Metacognition. They have the opportunity to demonstrate their thinking in writing so that I can assess 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 fourth day they are learning about metacognition, I make a connection to the independent practice lesson we did yesterday. I remind them that yesterday, they applied the metacognition strategy to their own books. And now that they’ve practiced metacognition in different ways throughout the week, it is time to prove that they understand it.
Teaching Point: This is when I tell kids explicitly what we will be working on. I say that today they will be filling out a Metacognition Guide (see resource) while they are reading a book of their choice. They will turn in the Guide as an assessment of their understanding. I will use those to provide feedback to the students and parents. The Guides also help me put together flexible strategy groups for small group instruction.
Active Engagement: This is where students get to try out the strategy that I just taught them. I place a copy of the Guide on the projector and show students our current Read Aloud book. I fill in the name, date, and title of the book in the appropriate spots. I ask students to think about what kinds of examples I might write in the Guide about our Read Aloud book. 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. Hopefully students will share examples of connections, predictions, funny parts, confusing parts, etc. I would use the Guide to list a few that they mention.
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 their own Metacognition Guide with their own book. I remind them that this will be turned in for a grade/feedback at the end of Independent Reading time so it should be their best quality work. 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 when I could pull students for assessments, one-on-one reading, strategy groups, or guided reading groups.
Closing: At the end of 40 minutes, I remind students that their job during reading time was to complete their Guide. They should make sure all parts are filled and place them in the Finished Basket. I then tell the class that we will wrap up our metacognition work tomorrow. Reader’s Workshop has come to an end so students put their browsing boxes away and make sure the library is neat and organized.