Georgia 10.P.EICC.1.d
The Standard
Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (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 choose and apply useful tools for understanding texts and creating their own. They might annotate, question, summarize, reread, outline, draft, seek feedback, or revise. They adjust their approach when the first strategy does not work.
What Mastery Looks Like
- Students select strategies that fit the text, purpose, and difficulty. They can show how annotating, rereading, outlining, or revising improved their work. When a strategy fails, they switch approaches and explain why.
Common Misconceptions
- Students may think highlighting alone proves comprehension or that every strategy must be used every time. They may also stick with an ineffective approach instead of trying another. Some treat planning and revision as optional steps rather than tools for clearer writing.
How to Assess It
- Give students a short passage and ask: “Choose one reading strategy, use it, then explain how it improved your understanding.” Add a two-sentence response requiring one planned revision.
Lesson moves
Ways to Teach It
Give pairs strategy cards, sticky notes, and a short article, then have them match each reading problem with a useful strategy.
Ask students to write about a time rereading, outlining, or peer feedback changed their understanding or improved a draft.
Run a strategy relay where teams solve brief reading and writing challenges by selecting and applying the best tool from a card deck.
Compare a confusing instruction manual with a clear one, then identify the reading and writing choices that make the clearer version effective.
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