4.6.I
ELA4th 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 stops making sense. They pause, identify the problem, and use a strategy such as rereading, asking a question, connecting prior knowledge, or annotating.
What Mastery Looks Like
- Students notice when they lose track of meaning and can identify the confusing word, sentence, or idea. They choose a useful strategy and explain how it improved their understanding.
Common Misconceptions
- Students may keep reading even when the text no longer makes sense. They may reread without slowing down, asking a question, using prior knowledge, or marking the confusing part.
How to Assess It
- Give students a short passage with one confusing paragraph. Ask them to mark where meaning breaks down, name a repair strategy, and show how it helped.
Lesson moves
Ways to Teach It
Students place a red sticky note where a passage becomes confusing and a green note where a chosen strategy restores meaning.
Ask students to write: Where did your understanding break down, what did you try, and what became clearer?
Partners draw strategy cards while reading a mystery passage, use the named strategy, and earn a point for explaining the result.
Students read game directions, mark any confusing step, then reread, annotate, or ask a question before teaching the game to a partner.
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