Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Use an observational checklist. A teacher can prompt students to identify whether they can establish a purpose for reading both assigned and self-selected texts.
- What is the purpose for reading this story?
- Why did you choose to read this story?
- How will this story help you?
An observation checklist could be supported with a scale such as this:
- The student is unable to identify the purpose for reading a text.
* The student is able to identify the purpose for reading a self-selected text but unable to identify the purpose for reading an assigned text (beyond my teacher told me to).
+ The student is able to identify the purpose for reading both self-selected texts and assigned texts (e.g., “I am reading this book so I can learn more about animal homes”).
This type of observation should occur over time with multiple books.
Glossary Support for ELA.2.6.A
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to:
What Works Clearinghouse. (2010). Improving reading comprehension in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/14#tab-summary
Summary: The goal of this practice guide is to offer educators specific evidence-based recommendations that address the challenge of teaching reading comprehension to students in kindergarten through 3rd grade. The guide provides practical, clear information on critical topics related to teaching reading comprehension and is based on the best available evidence as judged by the authors.