Georgia 10.P.EICC.3.a

ELA10th GradeComprehension Strategies

The Standard

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

Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition

Teacher's field guide

What Students Need to Do: Before reading, students decide what they need to learn or find and choose an approach. While reading, they notice confusion, check progress, and change strategies when needed.
What Mastery Looks Like: Given an article or chapter, a student states a specific goal and records where understanding became unclear. The student chooses a useful strategy and explains how it improved comprehension.
Common Misconceptions: Students may set vague goals such as “understand the text” or assume finishing means they understood it. They may rely only on rereading instead of defining terms, asking questions, annotating, or summarizing.
How to Assess It: Give students a one-page text and ask: “State your reading goal, mark one confusing point, and explain the strategy you used to resolve it.”

Lesson moves

Give pairs three sticky note colors to mark their goal, a confusing point, and a strategy change while reading a one-page article.
After reading, respond: “Where did your understanding break down, what did you try, and how did it help?”
Play Strategy Switch: teams draw a confusion card and choose among rereading, annotating, defining, questioning, or summarizing.
Compare reading a phone contract and a sports recap, then list the different goals and monitoring moves each requires.

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A ready-to-print activity worksheet aligned to 10.P.EICC.3.a, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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