4.6

4.6 is a knowledge and skills statement. These are the student expectations under it.

• 4.6.A

  establish purpose for reading assigned and self-selected texts

• 4.6.B

  generate questions about text before, during, and after reading to deepen understanding and gain information

• 4.6.C

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

• 4.6.D

  create mental images to deepen understanding

• 4.6.E

  make connections to personal experiences, ideas in other texts, and society

• 4.6.F

  make inferences and use evidence to support understanding

• 4.6.G

  evaluate details read to determine key ideas

• 4.6.H

  synthesize information to create new understanding

• 4.6.I

  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

01

What Students Need to Do

Students set a purpose and actively track their thinking before, during, and after reading. They ask questions, predict, visualize, connect, infer, identify key ideas, and combine information across texts. When meaning breaks down, they notice the problem and choose a strategy to fix it.

02

What Mastery Looks Like

Before reading, students name a clear purpose and preview the text. During reading, they record useful questions, predictions, connections, and evidence-based inferences. After reading, they identify key ideas, combine information across texts, and explain how they fixed confusion.

03

Common Misconceptions

Students may treat predictions as guesses instead of using text clues. They may confuse synthesis with summary, make unrelated personal connections, or give inferences without evidence. Some keep reading when confused instead of using a repair strategy.

04

How to Assess It

Give students two short texts on the same topic. Ask them to state a reading purpose, infer one idea with evidence, combine one detail from each text, and name a repair strategy.

1. 01

   Students sort sticky notes while reading paired texts into question, prediction, inference, connection, and fix-up columns, adding page evidence to each.

2. 02

   Ask students to write: What new understanding did you gain by reading both texts, and which details helped you form it?

3. 03

   Play Strategy Draw: teams draw a reread, annotate, question, or background knowledge card and use that strategy on a confusing paragraph.

4. 04

   Students compare a school lunch menu with a nutrition article, choose a meal, and support the choice with details from both sources.

• 2.6

  The 2nd Grade version of this standard.

• 5.6

  The 5th Grade version of this standard.

• 6.5

  The 6th Grade version of this standard.

• 3.6

  The 3rd Grade version of this standard.