Georgia 11.P.EICC.1.b
The Standard
Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (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 describe what kinds of texts and writing tasks work best for them. They point to specific features, subjects, formats, or genres and explain why those choices hold their interest.
What Mastery Looks Like
- Students name clear preferences and support them with examples from texts they have read or created. They accurately distinguish among topic, genre, mode, and author’s craft.
Common Misconceptions
- Students may name a favorite book or genre without explaining what features appeal to them. They may also confuse a topic, such as identity, with a genre, such as memoir.
How to Assess It
- Use an exit ticket: Name one reading or writing preference, identify a specific feature, and explain how that feature affects your engagement.
Lesson moves
Ways to Teach It
Create a preference map with four sections labeled topics, genres, modes, and craft techniques, then add examples from recent classwork.
Discuss this prompt: Which text or writing task held your attention longest, and what specific feature made it work for you?
Sort text sample cards by genre, mode, topic, and technique, then compare choices with a partner and defend any disputed placements.
Review three real publication formats, such as a podcast script, news article, and personal essay, then choose one suited to your interests.
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