Literacy 4-6

Systems Change
Literacy 4-6 > Strategies > Self-monitoring



When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition. Teaching students to self-assess their behavior based on clearly set goals helps develop their Self-regulation, and having them self-record their progress, adjustments, and performance also allows them to see their growth over time.

Use It in the Classroom

Watch how this teacher encourages her students to self-monitor by instructing them to set clear reading goals each week. By setting clear reading goals and shifting the responsibility of reflection to the students, she fosters student agency and accountability in their own understanding.

  • One way to self-monitor is through think-alouds, when students explain during reading or writing what they are thinking to monitor their progress. Teachers can start by modeling their thinking as they read and write and then allow students to practice in a guided setting. When they first start, students can work in pairs or individually with a list of questions. Practicing thinking about their reading and writing helps students pay more Attention and apply the strategies they have learned to improve their understanding and creation of texts.
  • Design It into Your Product

    Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.

    Learn how this prototype self-monitoring app prompts students to rate their behavior at regular intervals. Students reflect and self-assess their behavior against specific goals. By tracking their progress, students independently self-monitor how successful they are in reaching their goals.

  • Developers can create prompts and questions such as "Did I include all elements of a good story?" or "Why am I reading this, and what will I learn from it?" to encourage self-monitoring and build Genre Knowledge. This can be helpful in scaffolding students to the eventual goal of self-monitoring independently.
  • Factors Supported by this Strategy