This book encourages students to make thoughtful inferences about the characters' actions. By actively reading, students will develop a better understanding of the text. Students should be aware of the difference between a thin and thick question.
Questions for Students Thin questions are the ones where the answers are right in the text you can actually point to the answer in the text. This book is good for understanding the difference between thin and thick questions. Re-reading will lead to a better understanding of a text and analysis at a deeper level. Questions for Students Here are some questions for students to think about while re-reading.
Book to Reinforce the Strategy For this strategy, I like to have my students reread any of the Polacco books mentioned above. I then have them answer one of these three re-reading questions. Self-monitoring strategies have many benefits, such as giving students greater independence and fostering a deeper understanding of a text. These strategies enable students to learn more effectively and encourage risk-taking. Self-monitoring strategies encourage students to take more responsibility for their own learning and, most importantly, will empower students.
Contact Us Find a Sales Rep 1. Mathematics Sadlier Math Grades K—6. Core Program Preview Buy. Full Access Preview Buy. Progress in Mathematics Grades K—6. Progress Mathematics Grades K—8. National Program Preview Buy.
I think it would really help you to pay attention better. Narrator: The next step is for Ms. Torri to teach Alexandra the procedures for self-monitoring. Torri: Good! Torri role-plays with Alexandra. First, Ms. Torri pretends to be the student and then they switch roles.
The last thing Ms. Torri needs to do is establish when and where the student will self-monitor the behavior. Torri: Now, Alexandra, tomorrow when you do your math work, we will use the beeps to help you do your work. We will do it just like we practiced today.
Torri: Okay, Alexandra, remember to listen to the beeps. Narrator: At the end of each math class, Ms. Torri and Alexandra graph how often she was paying attention. Close this panel. Zach hates math. He knows his math facts fairly well, but because his assignments are rarely complete he almost never makes passing scores on them. Click the pictures below to help Ms.
Torri implement self-monitoring with Zach to improve his math performance. Initial Thoughts. Torri consider to help her students stay on task and also help her regain some lost instructional time?
What techniques will help Alexandra and Zach become independent learners, and how can they gain those skills? Wrap Up. Page 4: Self-Monitoring Self-monitoring is a strategy that teaches students to self-assess their behavior and record the results. Benefits for All Students Self-monitoring provides more immediate feedback to students than is possible when teachers evaluate the behavior. The strategy clearly depicts improvement over time in behavior for both the student and the teacher.
The self-monitoring process engages students. Self-monitoring facilitates communication between students and their parent. Students can avoid competition because of the individual nature of the strategy. Self-monitoring incorporates academic and social skills e. Self-monitoring produces positive results.
Moxley, ; Rock, Self-Monitoring of Attention SMA is great for students who might be easily distracted, get up from their seats, bother other students, or fiddle with objects. Self-Monitoring of Performance SMP is appropriate for students who need to monitor some aspect of academic performance, such as the rate at which they correctly complete class work or the overall accuracy of their performance.
For Your Information When students are allowed to help select the behavior to be modified, they are more likely to consider the task important and become more engaged in the self-monitoring process.
Keep in Mind Duration and frequency can be used to measure many behaviors. For Your Information Letting the student personalize the self-monitoring form helps with ownership and makes the process more enjoyable.
Alexandra: I guess. Alexandra: Ask myself if I was paying attention. Narrator: Alexandra self-monitors her attention for several days. Torri knows that the first thing she needs to do is define the behavior she wants to change. Help Ms. Number of problems completed. This is not a bad answer but remember Zach could do problems incorrectly, so try another choice.
Number or percent of problems correct. Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. At a Glance Self-monitoring is a skill used to keep track of your own actions and performance. Self-Monitoring and Reading Comprehension. Why am I reading this and what will I learn from it? Can I connect this to anything I already know?
Do I understand the ideas and words or do I need to stop to look them up or ask for help? Key Takeaways Kids use self-monitoring as a way to check in with themselves as they learn. Alternatively, they may resist that awareness because it is emotionally painful.
In either case, the students will likely resist self-monitoring systems until awareness and resistance are effectively addressed. Understanding the Problem: As always, step one in helping students with complex disability is understanding the problem. For example, difficulty self-monitoring could be a direct consequence of the injury, a normal developmental difficulty for young children, a product of normal adolescent bravado, an emotional response to disability after the injury, a control issue, or other behavioral problem.
Developmental Appropriateness: The ability to self-monitor develops gradually over the childhood and adolescent years. Preschoolers might be expected to self-monitor physical activities e. By the late preschool years, children should be able to monitor some simple self-regulation activities e. In addition to physical goals, elementary-age students can be expected to monitor some cognitive and academic activities with help e.
Be sure to check your work. Keep track of how many pages you read. Middle school and high school students can be expected to monitor cognitive and academic activities more independently e. Furthermore, they can be expected to anticipate problems on specific occasions and act strategically in light of this anticipation e. This participation might be highly supported. For example, the student might be presented with a checklist of functioning areas with which to identify with help if necessary areas of strength and need.
0コメント