Georgia 2.P.EICC.1.d
The Standard
Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (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 choose from several tools when reading, such as rereading, predicting, asking questions, and using pictures or context. When writing, they plan, sketch, sound out, reread, and revise. They explain why a chosen tool fits the task.
What Mastery Looks Like
- A student notices when a text stops making sense, chooses a useful strategy, and checks whether it worked. The student also plans and improves a short piece of writing without waiting for the teacher to name each step.
Common Misconceptions
- Students may use the same tool for every problem, such as sounding out when context or a picture would help more. They may think strong readers never reread, or that writing is finished after the first draft.
How to Assess It
- Give students a short paragraph with one tricky word and one unclear event. Ask them to mark the strategy they used, then write and revise a two-sentence ending.
Lesson moves
Ways to Teach It
Give pairs cards labeled reread, predict, sketch, plan, and revise; students select and use one while reading and one while writing.
After a read-aloud, ask students to write which strategy helped them understand a tricky part and show the evidence.
Play Strategy Match: students pair problem cards, such as unknown word or weak ending, with a tool card and explain the match.
Read a lunch menu or school notice, then have students mark key details and write a clear message explaining them to a family member.
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