Georgia 2.P.EICC.3.c
The Standard
Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (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 connect what they already know to new information in a text. They compare their ideas with the text, notice conflicts or missing information, and revise or add to what they know.
What Mastery Looks Like
- After reading, students can name one idea they already knew, one new fact, and one idea they changed. They point to a text detail that caused the change or filled a gap.
Common Misconceptions
- Students may treat every prior belief as correct, even when the text gives different information. They may share unrelated experiences, copy facts without making connections, or ignore unanswered questions.
How to Assess It
- After a short read-aloud, give this exit ticket: “I thought ____. The text says ____. Now I think ____. One unanswered question is ____.”
Lesson moves
Ways to Teach It
Before reading about animal habitats, students sort picture cards by habitat, then move cards after reading and explain each change with text evidence.
Ask partners, “What did you think before reading, and which sentence confirmed, changed, or added to your thinking?”
Play Knowledge Detective: teams match prior-knowledge cards to text details, then label each pair confirmed, changed, new, or unanswered.
Read a school lunch menu and nutrition note, then have students compare assumptions about healthy choices with the information provided.
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