6.5.A

ELA6th 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 text

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What Students Need to Do: Before reading, students decide why they are reading based on the task, text, or personal interest. They use that reason to choose what to notice and remember.
What Mastery Looks Like: Given an article, story, or chosen book, students state a clear goal before reading. They explain how that goal will guide their attention, pacing, or note-taking.
Common Misconceptions: Students may name a task, such as finishing a chapter, instead of a reason for reading. They may also use the same vague goal for every text or choose a goal that does not fit the text.
How to Assess It: Let students choose one of two short texts. Have them complete: “I am reading this to ___, so I will pay attention to ___ and ___.”

Lesson moves

Give groups text samples and purpose cards to match, then have them underline details that helped them choose each match.
Before reading a class novel, ask students to write one reading goal and compare it with a partner’s goal.
Play Purpose Switch by showing one text with different reader roles, then have teams state a fitting goal for each role.
Provide a recipe, bus schedule, and product review, then ask students to choose one and state the decision it could help them make.

Keep exploring

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