6.5.I
ELA6th 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 passage stops making sense. They pause, choose a way to repair their understanding, and explain what helped.
What Mastery Looks Like
- A student can mark the exact word, sentence, or idea causing confusion. The student chooses a useful strategy, applies it, and explains how understanding changed.
Common Misconceptions
- Students may keep reading after meaning is lost or assume rereading always fixes the problem. They may highlight whole sections without naming the confusion or recording new understanding.
How to Assess It
- Give students a challenging paragraph and ask: "Mark where meaning breaks down, use one repair strategy, then explain what you understand now."
Lesson moves
Ways to Teach It
Give pairs a dense paragraph, sticky notes, and four strategy cards; students mark a breakdown, choose a card, and record new understanding.
Ask students to write: Where did your understanding break, which clue or strategy repaired it, and what do you understand now?
Play Repair Strategy Relay: teams draw a confusing passage card, select the best strategy, use it, and justify their choice.
Have students annotate confusing steps in a game manual or recipe, then use headings, prior experience, and questions to clarify them.
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