Georgia 3.P.EICC.1.d
The Standard
Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (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 reading strategy when meaning breaks down, such as rereading, using context, asking a question, or summarizing. They also select planning, drafting, revising, and editing tools to make their writing clear.
What Mastery Looks Like
- A student can name the strategy used, explain why it fits the problem, and show how it improved understanding. The student can use a checklist or organizer, then revise a specific part of a draft for clarity.
Common Misconceptions
- Students may think strong readers never reread or ask questions. They may use every strategy instead of choosing one that fits the problem. In writing, they may equate revising with fixing spelling only.
How to Assess It
- Exit ticket: Read a short paragraph with one confusing sentence, name and apply a strategy, then revise a rough summary for clarity.
Lesson moves
Ways to Teach It
Give pairs a short text, sticky notes, and strategy cards to mark a confusing spot, choose a card, and record what changed.
Ask students to write about a time rereading, questioning, planning, or revising helped them solve a reading or writing problem.
Play a matching game with problem cards and strategy cards, then have students explain and defend each match.
Read a school event flyer, choose a strategy to find key details, then draft a clear reminder using a planning checklist.
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