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.
Observe students during authentic discussions about books during whole-group read-aloud or small-group reading instruction. Prompt students by asking questions.
- What does this story make you think of?
- When you are listening to this story, does it remind you of anything else?
When observing, use a rubric to assess student responses.
- The student is able to make connections between texts and personal experiences but often gets off topic when talking about the personal experience. The student is unable to make connections between two texts.
- The student is able to make connections between texts and self in a concise and focused manner. The student is unable to make connections between two texts.
- The student is able to make connections between texts and self as well as between two or more texts in a concise and focused manner.
- The student is able to make connections between texts and self, compare ideas between texts, and make connections between society and a text in a concise and focused manner.
Glossary Support for ELA.2.6.E
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
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.