Georgia 1.P.EICC.1.a
The Standard
Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students choose a specific reading or writing goal and explain why it fits their needs. They track progress, talk about what is working, and keep or change the goal.
What Mastery Looks Like
- A student names a clear, reachable goal, such as rereading when a sentence does not make sense. The student points to work or reading behavior as evidence of progress and adjusts the goal when needed.
Common Misconceptions
- Students may choose vague goals such as “get better at reading.” They may confuse finishing a book with improving a skill. Some change goals without checking their work, while others keep a goal after mastering it.
How to Assess It
- Give this exit ticket: “My goal is ____. One sign of progress is ____. Next, I will keep or change my goal because ____.”
Lesson moves
Ways to Teach It
Have students make a goal card, add a sticker after each practice session, and review the card with a partner on Friday.
Use the prompt, “What is one reading or writing skill you want to improve, and how will you know you improved?”
Play Goal Sort by having pairs sort cards into clear goals, vague goals, and completed tasks, then explain each choice.
Compare a reading goal with learning to ride a bike, then list practice steps and signs of improvement.
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Printable 1.P.EICC.1.a Worksheet
A ready-to-print activity worksheet aligned to 1.P.EICC.1.a, with an answer key for the teacher on its own page. No account needed.
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