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Strategy Self Assessment


In this activity students will complete a strategy self-assessment and create a plan of action for improvement. The purpose of this activity is for students to evaluate their use of learning strategies and create a plan to improve.

Learning Strategies 

  • Connecting
  • Metacognition
  • Predicting

Lesson Plan Stages 

  • Building Background
  • Investigation
  • Launching Into New Content

Content Areas 

  • ELA
  • Math
  • Science
  • Social Studies

Common Core Instructional Shifts 

  • Balancing Informative and Literary Texts


· Create the self-assessment for students' use of a specific strategy. For example, these ten statements could be used to assess how well students use the strategy of predicting: 1. I use the title and chapter headings to predict. 2. I use the front and back covers to predict. 3. I use photos, illustrations, and/or captions to predict. 4. I use questions that might be answered as I read to predict. 5. I use what I know about the topic, including vocabulary, to predict. 6. I use what I know about the author, genre, or series to predict. 7. I use what I know about the organization and text structure to predict. 8. I use what has happened so far in the text to predict. 9. I use meaningful connections to predict. 10. I use what I know about a character or object to predict.

Activity Steps 
  1. Introduce Strategy Self-Assessment.

    Share this statement with students: “I am a good friend.” Ask students to assess themselves using the following codes (A) Always, (U) Usually, (S) Sometimes, (R) Rarely, and (N) Never. Ask students to explain their answer in one or two sentences. Tell students to be honest; they will NOT have to share their answers with anyone. Discuss with students the value of self-assessment. Using the friend example, why is it important for us to stop and assess ourselves?

  2. Model a self-assessment.

    Read Statement 1 aloud. Think aloud as you decide how to code the first statement.

  3. Read and code each statement.

    Students will read and code each statement based on how often they use the particular prediction action.

  4. Share out.

    Ask for student volunteers to share one aspect of the strategy that they always or usually use and then ask for volunteers to share one strategy that they sometimes, rarely, or never use. This is an opportunity for the teacher to collect data on the class and to look for patterns among their answers. That information can be used to stress certain aspects of the strategy in the future as students are working to improve the use of a specific strategy.

  5. Model selecting a statement for growth.

    Select one statement you never use. Explain to students that if they did not select a “never,” then pick from “rarely,” and if no “rarely,” pick from “sometimes,” and so on. In the rare occurrence where a student selected “always” for all of the statements, ask them to think about which ones they use the most, what their go-to strategy is, and to pick a different one. Think aloud as you select your statement. Why did you pick this particular statement?

  6. Select a statement for growth and explain that selection.

    Ask students to select their statement for growth and explain why they selected that particular statement.

  7. Model a plan of action.

    Model for students the steps you could take to improve the use of your statement. For example, if the selected statement was “I use meaningful connections to predict,” think aloud about things you could do to make more a meaningful connection with the text and then use those connections to make predictions. For example, while reading the text, stop and ask whether this situation has ever happened to you.

  8. Create a plan of action.

    Students will create their plan of action to improve their prediction statement. They should have three or four different ideas for the statement. Depending on the amount of time available, students could create action plans for more than one statement.

  9. Obtain peer feedback.

    Ask students to share with a partner both their statement for growth and their action plan. Give each other feedback on their plans. · What did you like about your partner’s plan? · Do you have any questions or suggestions for your partner?

  10. Reflect.

    Students can reflect individually or in a group, orally or in writing. The reflection should be focused on both the content (using predictions) and the skill (self-assessment, action planning). For example: · How can using this strategyhelp readers to deepen their comprehension? · Why is it important to know how well you use a specific strategy? · How can self-assessing help you become a better reader? · Why is it important to make concrete plans for improvement?

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