Teacher Script: Your Work, Your Way!

Warm Up: What's Your Focus Superpower? (Slide 2)

"Good morning/afternoon everyone! Today, we're going to talk about something really important for becoming an amazing, independent learner. To start, I want you to close your eyes for a moment – or just look down at your desk if you prefer – and think about a time you were super focused on something you really enjoyed doing."

"Maybe it was a video game you were playing, a picture you were drawing, or a sport you were practicing. Think about how you felt, what you were doing, and how you stayed so focused. Hold that thought in your mind."

"Okay, open your eyes. Who would like to share a time they felt really focused on something they enjoyed? What was it, and how did you manage to stay so locked in?" (Call on 2-3 students, encouraging them to describe their focused experience.)

Introduction: Be Your Own Best Teacher! (Slide 3)

"Those are great examples! When you're doing something you love, it's often easier to stay focused. But what about when we're doing independent work in class? Like when you're working on your math problems, or reading silently, or writing a story?"

"Usually, who helps you stay on track during independent work?" (Pause for responses – likely "you" or "the teacher.")

"Exactly! Often it's me. And I'm happy to help! But imagine if you had a secret superpower, a way to become your own best teacher? Today, we're going to learn about that superpower. It's called Self-Monitoring."

"Self-monitoring means checking in with yourself while you're working, just like a coach checks in with their team, or a scientist checks in on an experiment. It helps you take charge of your own learning and stay on top of your work without needing constant reminders."

Strategies for Self-Monitoring (Slides 4-6)

"We're going to learn three simple questions to ask ourselves while we're working. These questions will be your self-monitoring superpowers!"

Strategy 1: Am I On Task? (Slide 4)

"The first question to ask yourself is: 'Am I on task right now?' This means, 'Am I doing what I'm supposed to be doing?'"

"For example, if it's silent reading time, are your eyes on your book, or are you looking around the room? If we're working on a math worksheet, are you focused on your math, or are you tapping your pencil or talking to a neighbor?"

"It's easy to get distracted, but the important part is to notice when it happens and gently bring yourself back. It's like a little mental nudge!"

Strategy 2: Do I Understand? (Slide 5)

"The second question is: 'Do I understand what I'm doing?' This is a super important one."

"If your brain says, 'Yes! I totally get this!' then great, keep going!"

"But what if your brain says, 'Hmm, I'm a little confused,' or 'I don't quite remember how to do this'? What are some things you can try before you ask for help?" (Elicit student ideas: Reread directions, look at an example, check notes, try it one more time.)

"Exactly! Reread the directions, look at an example in your textbook or notebook, or just try the problem one more time. Sometimes, that's all it takes!"

Strategy 3: Do I Need Help? (Slide 6)

"And that brings us to our third question: 'Do I need help?' This question comes after you've tried to help yourself with the first two questions."

"If you've asked, 'Am I on task?' and you're back on task, and you've asked, 'Do I understand?' and you've tried rereading or looking at an example, but you're still stuck... then it's absolutely okay to ask for help!"

"What's the best way to ask for help in our classroom?" (Review classroom procedures for asking for help – e.g., quiet hand raise, checking a peer, using a specific signal.)

"Remember, asking for help after you've tried on your own shows that you're thinking like a real problem-solver!"

Your Self-Monitoring Checklist! (Slide 7)

"Now, to help you remember these three powerful questions, I've created a Self-Monitoring Checklist!"

(Distribute the Self-Monitoring Checklist.)

"This checklist is your secret tool to becoming your own best teacher. It has our three questions:

• Am I on task?
• Do I understand?
• Do I need help? (after trying on my own)

"You'll notice there are little boxes next to each question. When you check in with yourself, you can lightly check or mark the box to show you've thought about it. This isn't for grading; it's just for you!"

"Let's quickly practice using it. I'll say a scenario, and you pretend to use your checklist. If I say, 'You just finished a math problem and you're not sure if it's right,' which question would you ask first?" (Guide them to 'Do I understand?'). "Then what?" (Guide them through self-help strategies, then 'Do I need help?').

Guided Practice: Try It Out! (No specific slide - teacher facilitates)

"Alright, it's time to try out your new superpower! And to make it a bit of a challenge, we're going to use the Focus Quest: Self-Monitoring Challenge sheet along with your checklist!"

(Distribute the Focus Quest: Self-Monitoring Challenge sheet.)

"For the next 3-5 minutes, I want you to work silently on [mention a brief, familiar independent task, e.g., 'problems 1-5 on page 27 in your math book' or 'reading silently from your independent reading book']. As you work, quietly use your Self-Monitoring Checklist to check in with yourself. Every time you successfully use one of the strategies from your checklist – like noticing you're off-task and getting back on, or realizing you don't understand and trying to reread – give yourself a tally mark on your Focus Quest: Self-Monitoring Challenge sheet!"

"Remember, this is your tool. I will be walking around, but I won't be giving verbal prompts. I want you to rely on yourselves and your checklist. If you get stuck, use your strategies and your checklist to help you get unstuck."

(Give students a simple task, e.g., "Please complete problems 1-5 on page 27 in your math book," or "Read silently from your independent reading book for 5 minutes.")

(Circulate, observe, and use non-verbal cues (e.g., a tap on the desk, a point to the checklist) if a student is off-task, but avoid verbal prompts.)

Cool Down: Self-Monitoring Reflection (No specific slide - refer to Cool Down: Self-Monitoring Reflection)

"Time's up for our practice round! How did that feel? I saw many of you quietly checking in with yourselves, which is fantastic! And I saw some great tally marks on your Focus Quest sheets!"

"Now, I want you to complete this quick Cool Down: Self-Monitoring Reflection sheet. It will help you think about how you used your new self-monitoring skills today."

(Distribute Cool Down: Self-Monitoring Reflection and allow students to complete it.)

"Great job today, everyone! You've taken a big step towards becoming more independent learners. Keep your Self-Monitoring Checklist and think about your Focus Quest. Try to use these check-in questions every time you work independently. The more you practice, the easier it will become!"

Warm Up: What's Your Focus Superpower?

Instructions: Think about a time you were super focused on something you really enjoyed. It could be a video game, a drawing, building with LEGOs, or playing a sport.

1. What were you doing that you enjoyed so much?
   
   
   
   
   
   

2. How did you manage to stay so focused on it for a long time?
   
   
   
   
   
   

3. What did that focus feel like?
   
   
   
   
   
   

Share with a partner or the class: Be ready to tell us about your

My Self-Monitoring Checklist

Instructions: Use this checklist during independent work to check in with yourself. Put a small check mark in the box when you ask yourself the question and take action.

🤔 Am I on task?

• Am I doing what I'm supposed to be doing right now?
• Am I focused on my work?

💡 Do I understand what I'm doing?

• If yes, keep going!
• If no, what can I try?
  • Reread the directions.
    
  • Look at an example.
    
  • Try one more time.

❓ Do I need help?

• Have I tried to help myself first (rereading, examples, trying again)?
• If I'm still stuck, how will I signal for help?

My Notes/Strategies: (Optional: Write down what helps you focus or what you tried when you got stuck)

Cool Down: Self-Monitoring Reflection

Instructions: Please answer these questions honestly about your experience with self-monitoring today.

1. During independent work today, did you remember to use your Self-Monitoring Checklist?
   • Yes, most of the time!
   • Sometimes.
   • Not really, I forgot.
     
     
     
     
2. Which of the three questions (Am I on task?, Do I understand?, Do I need help?) was most helpful for you today, and why?
   
   
   
   
   
   
3. What is one thing you will try to do next time to be your own best teacher during independent work?
   
   
   
   
   
   
4. How do you think self-monitoring will help you become a better learner?
   
   
   
   
   
   

Focus Quest: The Self-Monitoring Challenge!

Instructions: Today, you're on a quest to master your focus! During your independent work time, use this sheet to track your self-monitoring superpowers. Every time you successfully use one of your self-monitoring strategies, give yourself a tally mark! The goal is to see how many times you can be your own best teacher!

🚀 On-Task Tracker

• I asked myself, "Am I on task?" and got back to work!
  • Tally marks: ____ ____ ____

🧠 Understanding Check-In

• I asked myself, "Do I understand?" and tried a strategy (reread, example, try again)!
  • Tally marks: ____ ____ ____

👋 Help-Seeking Hero

• I asked myself, "Do I need help?" after trying on my own, and knew how to ask!
  • Tally marks: ____ ____ ____

Bonus Challenge: What was the trickiest part of staying focused today? What helped you the most?

Parent Guide: Self-Monitoring at Home

Dear Families,

We're excited to be working on an important skill in class called Self-Monitoring! This lesson, "Your Work, Your Way!", is designed to empower your 4th grader to take more ownership of their independent learning.

What is Self-Monitoring?

Self-monitoring is simply the act of checking in with yourself to see if you're on track, understanding the task, and knowing when you might need help. It's like being your own personal learning coach!

Why is it Important?

This skill is crucial for developing independence and responsibility. When students can self-monitor, they:

• Stay focused on their tasks for longer periods.
• Identify when they are confused and try strategies to help themselves.
• Learn how and when to ask for help effectively.

These abilities not only improve their academic performance now but also build essential executive function skills that will serve them well throughout their school years and beyond.

Strategies Your Child is Learning

In class, your child is learning to ask themselves three key questions during independent work:

1. "Am I on task?" (Am I doing what I'm supposed to be doing right now?)
2. "Do I understand what I'm doing?" (If not, what can I try, like rereading directions or looking at an example?)
3. "Do I need help?" (After trying to help myself, am I still stuck?)

They are using a Self-Monitoring Checklist to practice these check-ins.

How You Can Support at Home

Here are some simple ways you can reinforce these skills with your child at home:

• Ask Guiding Questions: When your child is working on homework or a personal project, gently ask, "Are you on task right now?" or "Do you understand what you're doing? What can you try if you're stuck?"
• Encourage Self-Help: Before jumping in to help, encourage them to try their own strategies first. "What did you try before you asked me? Did you reread the directions?"
• Praise Effort: Acknowledge their effort in trying to solve problems independently. "I noticed you really thought about that before asking for help. That's great self-monitoring!"
• Create a Routine: Help establish a consistent time and place for homework to minimize distractions and encourage focus.

Thank you for partnering with us to help your child become a more independent and confident learner!

Sincerely,
[Teacher's Name] (or just The 4th Grade Team)