English Language Arts and Reading.K.5.C

The student is expected to

make and confirm predictions using text features and structures with adult assistance;

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 an observational checklist or take anecdotal notes during a read-aloud, shared reading or small-group reading instruction.

The checklist can include the following:

When making predictions, the student

  • uses picture clues.
  • uses text clues.
  • uses his schema.
  • adjusts his prediction.
  • confirms his prediction.

Notes:

A teacher can assist by using the following prompts:

  • What do you think is going to happen in this story? Look at the pictures.
  • Why do you think that? How do you know? What in the story made you decide that?
  • Were your predictions correct? How do you know? Can you show me where you were correct?
a form of inference in which the reader examines details surrounding the title, illustrations, subtitles, etc. of a text before reading it in order to anticipate and foresee forthcoming events and information
Text structure is the pattern or structure an author uses to construct and organize the author's ideas for the audience (e.g., cause and effect, problem and solution, description, order of importance, etc.); it is also referred to as organizational pattern.
Text features help readers focus on important ideas and concepts. When students use text features, they can make connections within the text, become familiar with the text's organization, and access important background knowledge related to the content (e.g., bullets, bold/italicized words, headings, labels, captions).
all the components of a text that help convey meaning but are not the main body of text (e.g., sections, tables, graphs, timelines, bullets, numbers, bold and italicized font, pronunciation guide, diagram, insets, timeline, sidebar, introduction, foreword, preface, references, acknowledgements, footnotes, endnotes, citations)

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.