Georgia 10.P.EICC.1.b
The Standard
Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (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 identify the kinds of reading and writing they prefer. They explain those choices by naming specific genres, topics, modes, techniques, and past experiences.
What Mastery Looks Like
- Students name a preferred genre, mode, topic, or technique and connect it to a specific text or writing experience. They explain how that feature affects their interest, understanding, or choices.
Common Misconceptions
- Students may give vague reasons, such as "It is interesting," without naming a feature or example. They may also confuse topic, genre, mode, and technique, or treat preferences as fixed.
How to Assess It
- Exit ticket: Name one reading or writing preference, identify a related genre, mode, topic, or technique, and explain your choice with one example.
Lesson moves
Ways to Teach It
Give groups excerpt cards to sort by genre, mode, topic, and technique, then have students annotate two preferred cards with reasons.
Ask students to write: Which reading or writing choice holds your attention, and what specific feature makes it work for you?
Play Four Corners with genre and mode choices, requiring students to move to one corner and defend their choice with evidence.
Have students create a recommendation card for a classmate, matching that person's stated preferences to a library book or writing task.
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