Georgia 11.P.EICC.1.a

ELA11th GradeReader & Writer Identity

The Standard

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

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

Teacher's field guide

What Students Need to Do: Students create clear goals for their own reading and writing. They monitor progress with evidence from their work. They discuss results and revise goals when needed.
What Mastery Looks Like: Students state a specific, manageable goal for reading or writing. They track progress using notes, drafts, feedback, or reading records. They explain whether to keep, narrow, raise, or replace the goal.
Common Misconceptions: Students may set vague goals such as “read more” or “write better.” They may treat changing a goal as failure rather than a response to evidence. Some record completed work without explaining what it shows about progress.
How to Assess It: Give students their recent reading or writing sample and ask them to name one goal, cite evidence of progress, and choose a next step.

Lesson moves

Have students build a paper progress tracker with one goal, three evidence boxes, and a date for review.
Ask students to write: What reading or writing habit would most improve your work, and what evidence would show growth?
Run a goal revision relay where pairs rewrite vague goal cards into specific goals with actions, deadlines, and evidence.
Students compare literacy goals used by journalists, college students, or workplace writers, then adapt one goal for their own current task.

Free download

A ready-to-print activity worksheet aligned to 11.P.EICC.1.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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