1.6.C

ELA1st GradeThe student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

The Standard

make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What Students Need to Do: Students use clues from the title, pictures, text layout, and type of book to predict what may happen or what they may learn. As they read, they check the prediction and keep it or change it based on new clues.
What Mastery Looks Like: A student makes a reasonable prediction and points to a title, picture, genre pattern, or story event as support. The student checks the prediction and changes it when new details do not fit.
Common Misconceptions: Students may treat a prediction as a random guess instead of using clues. They may keep a prediction after the text disproves it, or confuse predicting with retelling what already happened.
How to Assess It: Show a book cover and read the first two pages. Ask students to draw or write a prediction, name one clue, then confirm or revise it after one more page.

Lesson moves

Place sticky notes on three pages of a picture book, then have students record, check, and revise predictions at each stopping point.
Ask, “What do you think will happen next, and which picture or words helped you decide?”
Play Prediction Detective by reading short story sections and awarding a clue card when partners support a prediction with evidence.
Read a simple weather forecast, then compare its prediction with the day’s actual weather and discuss why forecasts sometimes change.

Keep exploring

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