7.5

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

• 7.5.A

  establish purpose for reading assigned and self-selected texts

• 7.5.B

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

• 7.5.C

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

• 7.5.D

  create mental images to deepen understanding

• 7.5.E

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

• 7.5.F

  make inferences and use evidence to support understanding

• 7.5.G

  evaluate details read to determine key ideas

• 7.5.H

  synthesize information to create new understanding

• 7.5.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 and actively track their thinking before, during, and after reading. They ask questions, predict, visualize, connect ideas, infer, and identify key ideas using evidence. They combine information across texts and change strategies when meaning breaks down.

02

What Mastery Looks Like

Students choose reading strategies that fit their purpose and the text. They support predictions, inferences, and key ideas with specific evidence. They combine details across texts and explain how rereading, questioning, or annotating improved their understanding.

03

Common Misconceptions

Students may treat predictions as guesses rather than ideas based on text clues. They may confuse a key idea with an interesting detail or make an inference without evidence. Some keep reading when confused instead of rereading, questioning, or annotating.

04

How to Assess It

Give students a one-page unfamiliar passage and ask them to state a reading purpose, identify the key idea, and make one supported inference. Have them mark one confusing point and name the strategy they used to fix their understanding.

1. 01

   Give pairs a short article, sticky notes, and four labels: question, prediction, connection, and confusion; students tag the text while reading.

2. 02

   After reading two texts, students write: What new understanding comes from combining both texts, and which details led you there?

3. 03

   Play Evidence Match by having teams pair inference cards with supporting quotation cards, then explain each match for a point.

4. 04

   Students compare two product reviews, identify each writer’s key points, and explain which review best supports a purchasing decision.

• 2.6

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

• 1.6

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

• 5.6

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

• 4.6

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