3.6.C

ELA3rd 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

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What Students Need to Do: Students predict what may happen or what they may learn before and during reading. They use text clues to support predictions, then revise or confirm them as they gather new information.
What Mastery Looks Like: A student states a reasonable prediction and names the heading, illustration, genre clue, or structure that supports it. After reading, the student confirms or changes the prediction using new evidence.
Common Misconceptions: Students may guess from personal experience without pointing to a text clue. They may keep an early prediction even when later details contradict it. Some think a prediction is wrong unless every detail occurs exactly.
How to Assess It: Show students a short passage with a title and one heading. Ask, "Write one prediction, name the clue you used, then revise or confirm it after reading."

Lesson moves

Give pairs a picture book and sticky notes; they record predictions during a preview, then sort notes into confirmed and revised columns after reading.
Ask, "Which clue best supports your prediction, and what new detail would make you change it?"
Play Prediction Detective: reveal one paragraph at a time, and award points for predictions supported by headings, genre clues, or sequence words.
Have students preview a school lunch menu or weather article, predict key information, then check the full text and explain any revision.

Keep exploring

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