To enhance self-monitoring among fourth-grade ELL students during a unit on rocks and erosion, the teacher should:

Designing response journals to prompt understanding is an effective approach to enhance self-monitoring among fourth-grade ELL students. Response journals provide students with a personal space to express their thoughts, reflect on their learning, and articulate their understanding of concepts related to rocks and erosion. This process encourages them to consider their own thinking, assess their comprehension, and identify areas where they might need further clarification or help.

Through writing, students become more aware of their thought processes and can track their learning progress over time. Journals can include prompts that relate specifically to the unit's content, inviting students to connect new information with their existing knowledge. This practice not only develops writing skills but also strengthens critical thinking and self-awareness in learning.

While online quizzes, group tests, and limited discussions can play roles in assessment and collaboration, they do not foster the same depth of personal reflection and understanding that response journals do. Journals allow for individualized learning paths and help ELL students articulate their learning experiences in a supportive format.