English Language Arts and Reading.K.5.A

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The student is expected to

establish purpose for reading assigned and self-selected texts 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 reading conference. A teacher can have some questions ready to assess whether students establish a purpose for reading.

Sample Questions:

  • I noticed you’ve been reading books about ____ during independent reading time. Can you tell me why you have chosen to read about ____?
  • This morning we read a book about _____. Why do you think I chose for us to read that book?
  • Why might you read this? (after showing a piece of text like a recipe, newspaper, daily schedule, etc.).

Example Checklist:

Students should respond to questions with one or more of the following purposes for reading:

  • To learn new information
  • To find out an answer to a question
  • To know how to do something
  • For enjoyment
When students establish purpose, they set their goals or intentions for reading. They answer the question “Why am I reading this text?” For example, the purpose of reading a text might be to learn a new recipe, be entertained, or learn about a historical event. In assigned texts, the purpose is usually established by the teacher or other adult: retell a story, make a book report, or write an argumentative essay in response to a text). However, in self-selected texts, students must define for themselves the specific reason(s) to read a given text.
texts that a student identifies and chooses to read for independent reading

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.