Georgia 2.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 texts and writing they prefer. They name specific topics, genres, formats, or craft features and explain what appeals to them.
What Mastery Looks Like
- Students name reading and writing choices they enjoy and explain why. They point to details such as rhyme, dialogue, pictures, facts, humor, or digital tools.
Common Misconceptions
- Students may say, “I like it because it is fun,” without naming a specific feature or example. They may confuse topic with genre, such as calling dinosaurs a genre. Some think school reading does not count as a personal preference.
How to Assess It
- Use an exit ticket: “I prefer reading ___ because ___” and “I prefer writing ___ because ___.” Require one genre, topic, mode, or technique.
Lesson moves
Ways to Teach It
Sort book excerpts and writing samples by topic, genre, and feature, then place favorites on a personal preference chart.
Ask, “Which kind of reading or writing fits you best, and what specific example or feature makes it work for you?”
Play Preference Corners: students move to poetry, stories, information, or comics, then name one feature they enjoy.
Compare a menu, weather report, comic, and note from home, then choose which format would help with a real task.
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Printable 2.P.EICC.1.b Worksheet

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