Georgia 10.P.EICC.3

10.P.EICC.3 is a Georgia English Language Arts standard. These are the expectations under it.

• 10.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 10.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 10.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires a...

• 10.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 10.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 10.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 10.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

01

What Students Need to Do

Students set a purpose, preview the text, and choose useful ways to approach it. While reading, they monitor understanding, repair confusion, and later summarize or evaluate what the text means.

02

What Mastery Looks Like

Students select strategies that fit the text, purpose, and point of confusion. They can explain how predicting, questioning, rereading, annotating, or summarizing helped them build or revise meaning.

03

Common Misconceptions

Students may treat strategies as a checklist instead of choosing one to solve a reading problem. They may confuse highlighting with understanding or summarize without checking the author’s purpose and evidence.

04

How to Assess It

Give students an unfamiliar paragraph and ask them to name one strategy used before, during, and after reading. Require a brief note showing how each strategy helped.

1. 01

   Give pairs a dense article, sticky notes, and three labels: predict, question, clarify; students place evidence-based notes while reading.

2. 02

   After reading a speech, ask students to write which strategy repaired confusion and quote the sentence that became clearer.

3. 03

   Play Strategy Match: teams draw a reading problem card, then race to choose and justify the best response.

4. 04

   Compare a phone contract and a news report, then list which reading moves help with each real-world purpose.

• 5.P.EICC.3

  The 5th Grade version of this standard.

• 11.P.EICC.3

  The 11th Grade version of this standard.

• 4.P.EICC.3

  The 4th Grade version of this standard.

• 3.P.EICC.3

  The 3rd Grade version of this standard.