3.6.I
ELA3rd GradeThe student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
The Standard
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
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 notice when a text no longer makes sense. They pause and use a strategy, such as rereading, connecting prior knowledge, asking a question, or writing a note.
What Mastery Looks Like
- Students can identify the exact word, sentence, or idea that confused them. They choose a useful strategy, try it, and explain how their understanding changed.
Common Misconceptions
- Students may keep reading even when the text stops making sense. They may think rereading always fixes confusion, or ask questions without looking for answers in the text.
How to Assess It
- Give students a short passage with one confusing sentence. Ask them to mark where meaning breaks down, choose a strategy, and explain what became clearer.
Lesson moves
Ways to Teach It
Give pairs a short passage and sticky notes to mark confusing spots, then add notes showing which repair strategy helped.
After reading a paragraph, have students write: Where did I get confused, what did I try, and what do I understand now?
Play Strategy Match by pairing confusion cards, such as unknown word or missing detail, with rereading, questioning, annotating, or using prior knowledge.
Read playground rules or game directions, then have students stop at unclear steps and use a repair strategy before following them.
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