Georgia 12.P.EICC.3

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

• 12.P.EICC.3.a

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

• 12.P.EICC.3.b

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

• 12.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...

• 12.P.EICC.3.d

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

• 12.P.EICC.3.e

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

• 12.P.EICC.3.f

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

• 12.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 plan how they will approach a complex text based on their purpose. They preview before reading, monitor and repair understanding while reading, then summarize or synthesize afterward. They adjust these moves for different texts and tasks.

02

What Mastery Looks Like

Students set a clear reading purpose and choose strategies that fit the text and task. They notice confusion, adjust their approach, and explain how a strategy helped them reach an accurate interpretation.

03

Common Misconceptions

Students may treat highlighting as comprehension, marking many lines without explaining their meaning. They may keep reading when confused instead of slowing down, rereading, checking context, or asking a question. Some use the same approach for every text and purpose.

04

How to Assess It

Give students a one-page complex passage and ask them to identify the main claim. Require one preview note, two annotated reading moves, and a two-sentence summary with evidence.

1. 01

   Give pairs a difficult article, sticky notes, and three colors to mark predictions, confusion points, and repaired understanding.

2. 02

   Ask students to explain which reading move helped them resolve one difficult sentence, then cite the exact clue they used.

3. 03

   Run a strategy-match relay where teams pair short text problems with useful reading moves, then defend one match.

4. 04

   Have students read a college policy or workplace memo and create a five-line action checklist from it.

• 11.P.EICC.3

  The 11th Grade version of this standard.

• 8.P.EICC.3

  The 8th Grade version of this standard.

• 4.P.EICC.3

  The 4th Grade version of this standard.

• 2.P.EICC.3

  The 2nd Grade version of this standard.