Georgia 3.P.EICC.1.a
The Standard
Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (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 a specific reading or writing target based on their current work. They track evidence, explain their progress, and adjust the target or next steps when needed.
What Mastery Looks Like
- A student can state a clear, reachable goal and identify work that shows progress. The student can name a helpful strategy and adjust the goal when evidence shows a new need.
Common Misconceptions
- Students may set vague goals such as “read better” or “write more.” They may think goals never change or judge progress only by grades and completed work.
How to Assess It
- Give each student a recent reading response or writing sample. Ask: “Name one goal, point to evidence for it, and write your next step.”
Lesson moves
Ways to Teach It
Have students place three recent work samples on a timeline, add sticky-note evidence of growth, then choose one next goal.
Ask students to write: “What reading or writing skill do you want to improve, and what evidence will show progress?”
Play Goal Match: teams pair sample student work with a specific goal and a useful strategy, then defend each match.
Compare goal tracking to an athlete’s practice log, then have students create a one-week reading or writing practice log.
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Printable 3.P.EICC.1.a Worksheet
A ready-to-print activity worksheet aligned to 3.P.EICC.1.a, with an answer key for the teacher on its own page. No account needed.
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