Georgia 12.P.EICC.1.a
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 This Standard Means
What Students Need to Do
- Students identify what they want to improve as readers and writers, both for school tasks and personal interests. They use work samples or progress notes to check growth, talk about results, and change their plans when needed.
What Mastery Looks Like
- Students set specific targets based on evidence from their own reading and writing. They track progress, explain their choices to others, and adjust their next steps when the evidence calls for a change.
Common Misconceptions
- Students may choose vague aims such as “read more” or confuse finishing an assignment with improving a skill. They may also treat an initial plan as fixed, even when their work shows that it needs adjustment.
How to Assess It
- Give students a recent reading or writing sample and ask them to name one skill to improve, cite evidence, and write a measurable next step.
Lesson moves
Ways to Teach It
Students build a goal ladder with index cards showing a current skill, three action steps, evidence to collect, and a target date.
Students respond to this prompt: What does your latest work show about one strength, one need, and the next action you will take?
Pairs play Goal Check, drawing sample goals, identifying vague language, and rewriting each goal with a skill, measure, and deadline.
Students create a weekly progress update like one used by employees, including a target, completed work, evidence, obstacle, and revised next step.
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Printable 12.P.EICC.1.a Worksheet
A ready-to-print activity worksheet aligned to 12.P.EICC.1.a, with an answer key for the teacher on its own page. No account needed.
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