Georgia 2.P.EICC.3.b
The Standard
Scan and skim the text, making note of structures and sections that might be most useful. (I)
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 preview a text before reading it closely. They use titles, headings, pictures, captions, and bold words to find the section most likely to help with a question or purpose.
What Mastery Looks Like
- Given a question, students quickly identify the section most likely to contain the answer. They point to a heading, caption, picture, or bold word that guided their choice.
Common Misconceptions
- Students may think skimming means reading every word quickly. They may ignore headings, captions, and bold print, or choose a section because it looks interesting rather than useful.
How to Assess It
- Give students a one-page article and one question. In 60 seconds, have them circle the most useful section and write which text feature guided them.
Lesson moves
Ways to Teach It
Give pairs a nonfiction page and sticky notes to label three text features and mark the section most useful for a question.
Ask, "Which section would you read first to learn what this animal eats, and what clue helped you choose?"
Play a partner race where students draw question cards, point to the best section, and earn a point by naming the helpful clue.
Use a school lunch menu and ask students to find Friday's meal, then circle the headings or layout clues they used.
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Printable 2.P.EICC.3.b Worksheet
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