1.6.A
ELA1st GradeThe student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
The Standard
establish purpose for reading assigned and self-selected texts with adult assistance
Texas Essential Knowledge and Skills for English Language Arts and Reading
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students decide why they are reading before they begin. With adult help, they name a purpose for a teacher-chosen text or a book they select themselves.
What Mastery Looks Like
- With a brief teacher prompt, students state whether they are reading to enjoy a story, learn information, or answer a question. They can name a purpose for both teacher-assigned and chosen books.
Common Misconceptions
- Students may think the purpose is simply “because the teacher said so.” They may confuse the reading purpose with predicting what the text will be about.
How to Assess It
- Show one storybook and one nonfiction book. Ask, “Why might you read each book?” and have students give one clear purpose for each.
Lesson moves
Ways to Teach It
Place book covers on a table and have students sort them by purpose: enjoyment, learning facts, answering questions, or following directions.
Ask, “Why did you choose this book, and what do you hope to get from reading it?” Students share with a partner.
Play Purpose Match by pairing book cards with purpose cards, then asking students to explain each match.
Show a recipe, bus schedule, and bedtime story, then have students name why someone would read each text.
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