Georgia 2.P.AC.1.d
The Standard
Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Author’s Craft
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students notice how a text is built, including headings, captions, lists, diagrams, page order, and repeated sections. They explain how those choices help a particular reader understand, find, or enjoy information. They also decide whether a design choice fits the author’s goal.
What Mastery Looks Like
- Given a short text, a student can identify its sequence or sections and point to headings, captions, labels, or diagrams. The student explains how one choice helps the intended reader, matches the author’s goal, and works well.
Common Misconceptions
- Students may call every picture a text feature without explaining its job. They may confuse the topic with the way the text is organized. They may say a feature is helpful but give no specific effect on the reader.
How to Assess It
- Give students a one-page animal article. Ask them to circle one design feature and complete, “The _____ helps the reader _____ because _____.”
Lesson moves
Ways to Teach It
Cut apart a short recipe and have pairs reorder the steps, then explain how numbering helps the reader follow the task.
Show two versions of the same page and ask, “Which is easier for a second grader to use, and why?”
Play Text Feature Match, with students pairing headings, captions, labels, and diagrams with the job each one does.
Compare a school lunch menu and a storybook page, then name design choices that help each text do its job.
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Printable 2.P.AC.1.d Worksheet
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