K.5.I
The Standard
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.
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 story or information stops making sense. With adult help, they try rereading, using what they know, checking pictures, or asking a useful question.
What Mastery Looks Like
- A student can say when part of a story is confusing. With a prompt, the student chooses a useful action and explains what new clue helped.
Common Misconceptions
- Students may think good readers understand everything on the first try. They may rely only on pictures, reread without thinking, or ask unrelated questions.
How to Assess It
- During a read-aloud, pause after a confusing page and ask each student to choose one action: reread, check the picture, think, or ask a question. Have the student explain how that action could help.
Lesson moves
Ways to Teach It
Read a picture book aloud, pause at a confusing page, and have students hold up a reread, picture, think, or question card.
Partners complete the prompt, "I got confused when ___, so I used ___ to help me understand."
Play Fix-It Match by pairing confusion cards with strategy cards, then have each child explain why the strategy could help.
Use a classroom picture schedule with one hidden step, and ask students what clue or question would help them understand the routine.
Keep exploring
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- 2.6.I
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding bre...
- 1.6.I
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding bre...
- 5.6.I
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- 4.6.I
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
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