4.6.A
ELA4th GradeThe student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
The Standard
establish purpose for reading assigned and self-selected texts
Texas Essential Knowledge and Skills for English Language Arts and Reading
Teacher's field guide
What This Standard Means
What Students Need to Do
- Before reading, students decide what they want or need to gain from a text. They use that reason to focus their attention and adjust it when needed.
What Mastery Looks Like
- Students state a specific reason before reading, based on the text and task. After reading, they explain how that reason guided what they noticed, remembered, or questioned.
Common Misconceptions
- Students may name the topic or genre instead of explaining why they are reading. They may give a vague answer such as “to learn” or assume their reason cannot change.
How to Assess It
- Give students a short article and ask, “Why will you read this, and what information will you pay closest attention to?”
Lesson moves
Ways to Teach It
Give pairs reading-situation cards and purpose cards to match, then have them explain each match.
Ask students to complete the prompt, “I am reading this text because I need or want to...”
Play Purpose Switch by assigning two reasons for reading one passage and listing different details noticed each time.
Have students choose a menu, review, or instruction page and state their reason for reading before using it.
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