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.

Use observations and running records. Running records allow a teacher to determine what strategies students are using to help comprehend what they read. The teacher can observe when students re-read and can monitor when students are using visual cues to support understanding. The teacher needs to be present to observe students when they are asking questions for understanding and using background knowledge to help them understand. While this can also be observed in a whole-group setting, one-on-one or small-group reading is where the teacher can observe this entire SE in action.


  • Anecdotal notes or a checklist are effective ways to track student progress for this SE.
  • If using a checklist, different categories can be included on the checklist. Categories might include using background knowledge, using visual cues (pictures and text structure), checking for understanding, asking questions to clarify meaning, and rereading/fluency. 
the part of reading that involves constructing meaning by interacting with text
A visual cue is a distinctive sight feature that triggers a response, especially, a distinctive shape that aids identification of a letter, letter group, or word. In second grade, this means students are able to look at words, break the words into parts and recognize parts of words to assist with decoding. It may also mean looking at pictures to help determine the word by paying close attention to the beginning letters.

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: 
(B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and 
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

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: 
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions);


What Works Clearinghouse. (2010). Improving reading comprehension in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from

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.