self-monitoring

We've learned that readers check their reading, asking if what they read looks and sounds right. 

We can use these questions to check all of our work. We can monitor our learning in different ways.

For example, when we are building words during Fundations we can check our work by tapping the sounds again, ensuring that we have the correct letter for each sound we hear. 

In this video you can see how a few of the Kindergarten students checked their work building a word, by tapping the sounds again, without any prompt to "check your work!" This is an example of students independently checking their work. 

self-monitoring example

When we stop to check our work, we are practicing the skill of self-monitoring. This week the children built their own letter boards to have at home for Fundations. They needed to stop and check their work using our large letter board at school; Does their letter board look right? Did they color only the vowels red? Do they have 26 paper letter tiles? The children's following of directions, self-monitoring, and careful work provided a powerful experience connected to the I Can statement; I can say if a letter is a vowel or a consonant. 

We can also work on the challenging skill of self-monitoring during Academic Choice. Children have been working on connecting their choices and play to their literacy goals, because the choices we make can help us grow as readers and writers. Working with small groups, children have been invited to keep track of their own play and learning connected to their goal. We have been using Seesaw for them to document their play and learning.

Nora shares how snow flake art and sentences connects to her goal; sight word power!

Maia shares how she used sound power to stretch out labels she added to her cutting and gluing art. Her goal is sound power!

Emerson finds the prompt on Seesaw, remembers his goal, and shares with his peers how he can work on his goal (sound power) by building words during Academic Choice.