Georgia 12.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 identify the kinds of reading and writing that work best for them. They explain their choices using specific genres, topics, formats, techniques, texts, or assignments.
What Mastery Looks Like
- A student can name clear preferences and support them with specific examples from personal and academic work. They explain how features such as dialogue, structure, format, or topic affect their engagement.
Common Misconceptions
- Students may give broad answers such as “I like fiction” without naming a text, topic, or technique. They may confuse what feels easy with what they prefer, or treat preferences as fixed.
How to Assess It
- Exit ticket: Name one reading preference and one writing preference. Support each with a title, assignment, mode, genre, topic, or technique, then explain why it works for you.
Lesson moves
Ways to Teach It
Give students cards naming genres, topics, formats, and craft techniques; they sort them into prefer, avoid, and depends, then annotate their choices.
Ask students to write about one reading or writing experience that held their attention and identify the exact features that helped.
Play Recommendation Relay: teams match anonymous reader and writer profiles with texts, genres, modes, or assignments, then defend each match.
Compare a podcast script, formal report, and personal essay about one school issue; students choose the best mode for a specific audience.
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