Georgia 1.P.EICC.4

1.P.EICC.4 is a Georgia English Language Arts standard. These are the expectations under it.

• 1.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 1.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 1.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 1.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 1.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achi...

• 1.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 1.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in ord...

• 1.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

01

What Students Need to Do

Students decide who they are writing for and why. They use pictures, talk, or a simple organizer to plan, then write a draft. They reread, get feedback, improve ideas, and fix spelling, capitals, and punctuation.

02

What Mastery Looks Like

A student can plan and draft a short story, information piece, or opinion for a named reader. The student adds or changes words to make the message clearer. The final copy has readable sentences, capitals, end marks, and grade-appropriate spelling.

03

Common Misconceptions

Students may think a first draft is finished or that revising means recopying neatly. They may fix only handwriting and spelling instead of adding missing information or changing unclear words. Some begin writing without considering the reader or purpose.

04

How to Assess It

Give students this prompt: “Write a note to a classmate explaining how to care for our class plant.” Ask them to sketch a plan, write three sentences, mark one change that improves meaning, and edit capitals and end marks.

1. 01

   Give pairs picture cards to sequence, then have them draft directions and use sticky notes to add any missing steps.

2. 02

   Read two versions of a birthday invitation, then ask students to explain which helps the guest more and what the writer should add.

3. 03

   Play Revision Relay: teams draw a card labeled add, remove, replace, or reorder, then improve one sentence.

4. 04

   Have students write thank-you notes to cafeteria staff, revise for a clear reason, then edit capitals, names, and end marks.

• 4.P.EICC.4

  The 4th Grade version of this standard.

• 9.P.EICC.4

  The 9th Grade version of this standard.

• 5.P.EICC.4

  The 5th Grade version of this standard.

• 2.P.EICC.4

  The 2nd Grade version of this standard.