5.6.B
ELA5th GradeThe student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
The Standard
generate questions about text before, during, and after reading to deepen understanding and gain information
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 ask useful questions before opening a text, while reading it, and after finishing it. They use those questions to predict, clarify confusing parts, find information, and build understanding.
What Mastery Looks Like
- Students ask focused questions tied to the title, details, unfamiliar ideas, or missing information. They revise questions as they read and use answers to explain the text more clearly.
Common Misconceptions
- Students may ask vague questions such as “What will happen?” without using text clues. They may ask questions only after reading or write questions whose answers are already obvious.
How to Assess It
- Show only the title of a short passage, then reveal the passage in two parts. Students write one useful question before reading, one during reading, and one after reading.
Lesson moves
Ways to Teach It
Give pairs a short article and three sticky-note colors; they record one question before, during, and after reading.
Pause after paragraph two and ask, “What are you wondering now, and which detail made you ask it?”
Play Question Relay: teams turn a title, a midpoint detail, and the ending into useful questions, then explain each question’s purpose.
Have students read a school event flyer and write questions they would ask before attending, while planning, and after the event.
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