Georgia 1.P.EICC.3

1.P.EICC.3 is a Georgia English Language Arts standard. These are the expectations under it.

• 1.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 1.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 1.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires a...

• 1.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 1.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 1.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 1.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

01

What Students Need to Do

Students preview a text, set a reason for reading, and use the title, pictures, and prior knowledge to predict. While and after reading, they ask questions, reread confusing parts, check predictions, and retell key ideas.

02

What Mastery Looks Like

A student previews a new text, names a reading purpose, and selects a helpful strategy. The student notices confusion, rereads or uses context, then explains key ideas using words and pictures from the text.

03

Common Misconceptions

Students may think a prediction must be correct or that pictures alone give the full meaning. They may retell every detail instead of key ideas, or keep reading when a sentence stops making sense.

04

How to Assess It

Give students a short illustrated passage with three boxes labeled Before, During, and After. Ask them to record a prediction, a question, and a two-sentence retelling.

1. 01

   Give pairs sticky notes to mark one prediction, one confusing part, and one key idea in an illustrated nonfiction book.

2. 02

   Read a story aloud, then ask, “Which strategy helped you understand the problem, and what detail did you use?”

3. 03

   Play Strategy Match by pairing cards labeled predict, question, reread, and retell with short reading situations.

4. 04

   Use a school lunch menu and ask students to preview headings, find requested information, and explain how the layout helped.

• 5.P.EICC.3

  The 5th Grade version of this standard.

• 7.P.EICC.3

  The 7th Grade version of this standard.

• 6.P.EICC.3

  The 6th Grade version of this standard.

• K.P.EICC.3

  The Kindergarten version of this standard.