Georgia 11.P.EICC.1

11.P.EICC.1 is a Georgia English Language Arts standard. These are the expectations under it.

• 11.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 11.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I...

• 11.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 11.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction o...

• 11.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writi...

• 11.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

01

What Students Need to Do

Students identify their reading and writing habits, preferences, strengths, and growth areas. They select useful tools and resources, then explain how those choices help them engage with and create different texts.

02

What Mastery Looks Like

A student can describe specific changes in their identity as a reader and writer using evidence from recent work. The student independently chooses tools, such as annotations, mentor texts, peer feedback, or revision checklists, and explains the choice.

03

Common Misconceptions

Students may treat reader or writer identity as a fixed label, such as “not a reader,” rather than something shaped by practice and choice. They may list tools without using them purposefully, or mistake finishing an assignment for active participation.

04

How to Assess It

Give students an exit ticket: “Name one reading or writing habit you want to strengthen, choose one resource you will use, and explain why.”

1. 01

   Set out printed excerpts, audiobooks, graphic texts, and articles, then have students sample two and record which features supported engagement.

2. 02

   Ask students to write: “When have you felt most like a reader or writer, and what people, tools, or texts helped?”

3. 03

   Play a strategy match game where students pair reading or writing challenges with tools, then defend each match to a partner.

4. 04

   Have students interview a journalist, podcaster, family member, or workplace writer about the tools they use to read and compose texts.

• 10.P.EICC.1

  The 10th Grade version of this standard.

• 8.P.EICC.1

  The 8th Grade version of this standard.

• 7.P.EICC.1

  The 7th Grade version of this standard.

• K.P.EICC.1

  The Kindergarten version of this standard.