Georgia 3.P.EICC.1.b
The Standard
Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (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 name what they enjoy or find useful as readers and writers. They explain their choices with details, such as liking mysteries for clues or diagrams for clear information.
What Mastery Looks Like
- A student can name a preference and explain it with a specific example from a text or writing experience. The explanation links a feature, such as dialogue, rhyme, diagrams, or typing, to its effect.
Common Misconceptions
- Students may name a book title but not explain which feature appealed to them. They may confuse topic with genre or give vague reasons such as “It is fun.”
How to Assess It
- Exit ticket: Name one reading or writing preference, identify the topic, genre, mode, or technique, and explain your choice with one example.
Lesson moves
Ways to Teach It
Set out mystery, poetry, nonfiction, graphic novel, and digital text samples; students sort them into “fits me” and “not yet” with labels.
Ask, “Which reading or writing choice helps you stay interested or explain ideas clearly, and what specific feature helps?”
Play Preference Bingo with squares such as dialogue, facts, rhyme, typing, and drawing; students claim a square after giving a specific reason.
Compare a recipe, news article, comic, and email, then choose which format would best communicate a school lunch change and explain why.
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Printable 3.P.EICC.1.b Worksheet
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