Georgia 1.P.ST.2.c
The Standard
Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Situating Texts
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify who a text is meant for and what the writer wants that reader to know or do. They notice how details, pictures, layout, words, repetition, and rhyme help the message fit its audience.
What Mastery Looks Like
- Students can choose details, words, pictures, and a layout that fit a given audience. They can compare two versions of a text and explain which version works better for a specific reader.
Common Misconceptions
- Students may think writers should include every fact they know. They may also think pictures are only decoration, longer words are always better, or the audience means anyone who reads the text.
How to Assess It
- Exit ticket: Create a message reminding kindergarteners to walk in the hallway. Include one picture idea and one sentence, then explain why each fits the audience.
Lesson moves
Ways to Teach It
Give pairs fact, picture, and heading cards to build a handwashing poster for kindergarteners, then have them explain every choice.
Ask, “Would you tell a classmate and the principal about a lost pencil in the same way, and why?”
Play Audience Match: students pair short messages with audience cards, then circle clues such as word choice, pictures, repetition, or headings.
Have students create a library reminder for classmates using one clear rule, a helpful picture, and friendly words.
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