Georgia 2.P.EICC.1.a

ELA2nd GradeReader & Writer Identity

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 Students Need to Do: Students set clear reading and writing goals for school and personal growth. They track progress, talk about what is working, and change goals when their work shows a new need.
What Mastery Looks Like: A student states a specific reading or writing goal and names a reasonable action for reaching it. The student uses work samples, reading notes, or feedback to explain progress and adjust the goal.
Common Misconceptions: Students may choose vague goals such as “read better” or goals they cannot control, such as finishing the most books. They may think changing a goal means failure instead of using new evidence to make it more useful.
How to Assess It: Give an exit ticket with three prompts: “My goal is,” “I will work on it by,” and “I will know I improved when.” Ask students to circle keep or revise after reviewing their recent work.

Lesson moves

Build a goal ladder with index cards labeled goal, action, evidence, and next step, then connect the cards with yarn.
Have students respond to: “What would you like to do better as a reader or writer, and what could help you?”
Play Goal Fix-It by sorting goal cards into clear or unclear piles, then rewriting each unclear goal with a partner.
Create a home literacy goal, such as reading directions or writing a note, and report what happened after trying it.

Free download

A ready-to-print activity worksheet aligned to 2.P.EICC.1.a, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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