Georgia 11.P.EICC.3.a
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 This Standard Means
What Students Need to Do
- Students decide why they are reading and set a specific target before they begin. As they read, they check their understanding and change strategies when meaning breaks down.
What Mastery Looks Like
- Students state a clear reason for reading and a goal they can check. They notice when meaning breaks down, identify the problem, and use a fitting strategy such as rereading, annotating, or checking context.
Common Misconceptions
- Students may set vague goals such as “understand the reading” or assume finishing means they understood it. They may reread every confusing part instead of choosing a strategy that fits the problem.
How to Assess It
- Give students an unfamiliar paragraph and ask them to state a reading goal, mark one confusing point, and name the strategy they would use next.
Lesson moves
Ways to Teach It
Give pairs a difficult article, sticky notes, and strategy cards. They mark confusion points, then choose and test one repair strategy.
Ask students to write: What am I reading for, what will success look like, and when should I change my approach?
Play Strategy Match. Teams draw a reading problem card and race to select and justify the best fix.
Have students compare reading a job contract, news report, and college webpage, then name a goal and strategy for each.
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Printable 11.P.EICC.3.a Worksheet
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