3.6.B
ELA3rd GradeThe student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
The Standard
generate questions about text before, during, and after reading to deepen understanding and gain information
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 create useful questions before, during, and after reading. They use those questions to clarify ideas, find information, and build a deeper understanding of the text.
What Mastery Looks Like
- Students ask relevant questions before, during, and after reading. Their questions clarify confusing details, guide attention, and lead them to new information or stronger understanding.
Common Misconceptions
- Students may ask questions that are unrelated to the text or can be answered without reading. They may also ask only before reading, or confuse a prediction with a question.
How to Assess It
- Give students a short passage and ask them to write one question before reading, one during reading, and one after reading. Have them answer each question with text evidence when possible.
Lesson moves
Ways to Teach It
Use three sticky note colors to mark questions students ask before reading, during reading, and after finishing a short article.
Read a page aloud, then ask students to write one question that would help them better understand a character's choice.
Play Question Sort by having pairs place question cards under before, during, or after reading and explain each choice.
Read a school lunch menu and nutrition note, then list questions that help students choose and understand a meal.
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