Georgia 11.P.EICC.3

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

• 11.P.EICC.3.a

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

• 11.P.EICC.3.b

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

• 11.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...

• 11.P.EICC.3.d

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

• 11.P.EICC.3.e

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

• 11.P.EICC.3.f

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

• 11.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 and preview a text before reading. While reading, they question, annotate, reread, and adjust their understanding. After reading, they summarize and check their interpretation against evidence.

02

What Mastery Looks Like

Students choose strategies that fit the text and purpose, such as previewing structure, asking questions, rereading, or summarizing. They can show how a strategy clarified confusion or changed an earlier interpretation.

03

Common Misconceptions

Students may use the same reading method for every text and task. They may highlight large sections without recording questions, connections, or changes in understanding. Some stop after reading instead of checking whether their interpretation fits the evidence.

04

How to Assess It

Give students a challenging paragraph and ask them to preview it, annotate one confusing point, reread, then explain the main idea with one cited detail.

1. 01

   Give pairs a printed editorial and three sticky-note colors to mark predictions, confusing passages, and revised understandings.

2. 02

   Ask students to write: Which reading move changed your interpretation most, and what exact sentence caused the change?

3. 03

   Run a strategy relay where teams match reading purposes to previewing, questioning, rereading, summarizing, or checking evidence.

4. 04

   Have students read a college financial-aid page to identify eligibility rules, deadlines, and two questions they still need answered.

• 5.P.EICC.3

  The 5th 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.

• 10.P.EICC.3

  The 10th Grade version of this standard.