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Metacognitive Skills in the ELA Classroom (Following the Writing Process…
Metacognitive Skills in the ELA Classroom
Following the Writing Process
Time-keeping
Goal-setting
Checklists
Self-monitoring
Awareness
Self-assessment
Mini-lessons applied to old writing=new, polished writing
Personal reflections after reading or writing
Connecting learning to life
Setting, events and plot mean nothing without some relation to experiences
Awareness of emotions
Referring back to text
Vocabulary and tone can strongly influence reader=connecting to writing style
Characters are relatable=stronger connection to text
Modeling Metacognitive Skills: Think-Alouds & Self-Talk
"Why" questions
"Why"=explain your thinking, not "you are wrong" automatically
Investment in the process
Wait time
"I value your thoughts"
Making connections takes time
Self-discussion=verbalizing my thoughts
"We do
_
because
___
"
Stronger sense of buy-in
Learning/doing with purpose
Reader's Responses
Book Talks
Technology can increase student investment
Book Tastings
Student-driven
"Book, Head, Heart"
Students include life and emotional connections in summaries
Student choice enables students to read what THEY like
Group Discussions
Generating new ideas through collaboration
Opportunities to explain further
Verbalizing thoughts with rebuttals
Arguments=building on/breaking old connections for new connections
Preparing arguments=self-monitoring knowledge, facts, & opinions
Speaking and listening skills development
Confidence-building