Georgia 3.P.EICC.1

3.P.EICC.1 is a Georgia English Language Arts standard. These are the expectations under it.

• 3.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 3.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I...

• 3.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 3.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction o...

• 3.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writi...

• 3.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

01

What Students Need to Do

Students describe their reading and writing preferences, habits, strengths, and goals. They choose resources, such as mentor texts, organizers, dictionaries, libraries, and peer feedback, to improve and share their work.

02

What Mastery Looks Like

A student can explain what they choose to read or write and why. They independently select a fitting tool, use it purposefully, and describe how it helped them grow.

03

Common Misconceptions

Students may think reading identity is a level, or that strong readers only choose long, difficult books. They may see writing as a one-draft task and ask for help without choosing a tool themselves.

04

How to Assess It

Exit ticket: “Name one strength you have as a reader or writer, one goal, and one tool you will use next. Explain why.”

1. 01

   Place comics, poems, articles, chapter books, and picture books at stations; students sample three and tag each with what interested them.

2. 02

   Students write a reader-writer profile answering, “What do I enjoy, what challenges me, and what helps me improve?”

3. 03

   Play Tool Match: pairs connect challenge cards to dictionaries, mentor texts, organizers, or peer feedback, then defend each choice.

4. 04

   Create book recommendations and short author bios for a class display that helps younger students choose books and meet third-grade writers.

• 10.P.EICC.1

  The 10th Grade version of this standard.

• 7.P.EICC.1

  The 7th Grade version of this standard.

• 11.P.EICC.1

  The 11th Grade version of this standard.

• K.P.EICC.1

  The Kindergarten version of this standard.