comprehension TEKS talk image

Knowledge and Skills Statement

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.

Observe students during authentic discussions about books during whole-group read-aloud or small-group reading instruction. Prompt students by asking questions.

Examples:

  • 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.

Sample rubric:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
connections that a reader makes between a piece of reading material and the reader's own experiences or life
Society is a community of people living in a particular country or region and having common traditions, laws, and interests. It can also be a distinguishable section or part of a community of people.

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: 
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.


Research

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.