TEKS ELAR 5.6

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

• 5.6.A

  establish purpose for reading assigned and self-selected texts

• 5.6.B

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

• 5.6.C

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

• 5.6.D

  create mental images to deepen understanding

• 5.6.E

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

• 5.6.F

  make inferences and use evidence to support understanding

• 5.6.G

  evaluate details read to determine key ideas

• 5.6.H

  synthesize information to create new understanding

• 5.6.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, ask questions, predict, picture events or ideas, and connect new information to what they know. They identify key ideas, infer with evidence, combine ideas across texts, and use a fix when comprehension breaks down.

02

What Mastery Looks Like

Students explain why they are reading, ask useful questions, and adjust when meaning breaks down. They support inferences with details, identify key ideas, and combine information from multiple texts into a new conclusion.

03

Common Misconceptions

Students may treat predictions as guesses and connections as any personal memory, even when neither fits the text. They may copy details instead of identifying key ideas, or make inferences without evidence. Some keep reading when confused rather than rereading, annotating, or asking a question.

04

How to Assess It

Give students two short texts on the same topic. Ask them to state a reading purpose, write one supported inference, explain a key idea across both texts, and name one comprehension fix they used.

1. 01

   Give groups two short articles, sticky notes, and labeled cards to sort details into key ideas, evidence, questions, connections, and inferences.

2. 02

   After reading, students answer: What changed in your understanding, and which detail, question, or connection caused that change?

3. 03

   Play Comprehension Fix Match, where teams pair confusion scenarios with rereading, annotating, using background knowledge, checking text features, or asking questions.

4. 04

   Compare a news report and public notice about the same local issue, then write one conclusion residents could make from both.

• 2.6

  The 2nd Grade version of this standard.

• 4.6

  The 4th Grade version of this standard.

• K.5

  The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

• 6.5

  The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.