Georgia 10.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 set clear reading and writing goals based on their current habits, skills, and assignments. They track progress, explain what helps or blocks them, and adjust goals when evidence shows a change is needed.
What Mastery Looks Like
- A student can name a specific goal, choose a way to measure it, and collect evidence from reading logs, drafts, or feedback. The student can explain progress and revise the goal or plan with a clear reason.
Common Misconceptions
- Students may choose vague goals such as “read more” or “be a better writer,” with no measure or deadline. They may treat revision as failure, track completed work instead of skill growth, or change a goal without using evidence.
How to Assess It
- Exit ticket: Write one current reading or writing goal, one piece of progress evidence, and one adjustment you will make next.
Lesson moves
Ways to Teach It
Have students sort sample goals into specific, measurable, and vague piles, then rewrite two vague goals on sticky notes.
Ask students to write: Which reading or writing habit slows your progress, and what evidence from this week proves it?
Run Goal Doctor: pairs diagnose weak goal cards and earn a point for each measurable revision and matching progress check.
Examine how athletes or workers track improvement, then build a similar weekly tracker for reading pages, draft changes, or feedback use.
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Printable 10.P.EICC.1.a Worksheet
A ready-to-print activity worksheet aligned to 10.P.EICC.1.a, with an answer key for the teacher on its own page. No account needed.
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