6.5.C
The Standard
make, correct, or confirm predictions using text features, characteristics of genre, and structures
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 anticipate what will happen or what information will come next by using titles, headings, visuals, genre clues, and text organization. As they read, they compare each idea with new evidence and revise or confirm it.
What Mastery Looks Like
- A student states a specific, plausible prediction and points to a relevant clue that supports it. After reading further, the student explains whether the prediction held up and changes it when evidence points elsewhere.
Common Misconceptions
- Students may treat a prediction as a random guess instead of using evidence. They may keep an early idea even when later details contradict it. Some rely only on prior knowledge and ignore how the text is organized.
How to Assess It
- Give students a short passage with the final paragraph covered. Ask, “What do you expect next, which clue supports your idea, and how did the ending confirm or change it?”
Lesson moves
Ways to Teach It
Give pairs a text in three covered sections; after each reveal, they place prediction cards under Confirmed, Revised, or Not Yet Known.
Pause before a chapter's turning point and ask, “What do you expect next, and which genre or structural clue supports it?”
Play Prediction Relay: teams read one paragraph, write an evidence-based prediction, then earn a point for accurately revising after the next paragraph.
Compare a news headline and article layout, then have students predict the next section and check their thinking while reading.
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