Georgia 3.P.EICC.3.a
The Standard
Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (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 decide why they are reading and name a clear goal before they begin. While reading, they notice when meaning breaks down and try a strategy to repair it.
What Mastery Looks Like
- A student states a clear reason for reading and chooses a goal that fits the task. The student pauses when meaning breaks down, tries a useful strategy, and checks whether it worked.
Common Misconceptions
- Students may treat finishing the page as the only goal. They may keep reading after losing meaning, or think rereading is the only way to fix confusion.
How to Assess It
- Give students a short passage and ask them to write their reading goal, mark one confusing spot, and explain which fix-up strategy they used.
Lesson moves
Ways to Teach It
Give students sticky notes to mark where meaning breaks down, then label the strategy they use to repair it.
Ask students to write: What is your reason for reading this text, and how will you know you met your goal?
Play Fix-Up Strategy Match by pairing confusion cards with actions such as reread, read ahead, study the picture, or ask a question.
Have students read game directions or a recipe, set a goal, and pause after each step to check their understanding.
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Printable 3.P.EICC.3.a Worksheet
A ready-to-print activity worksheet aligned to 3.P.EICC.3.a, with an answer key for the teacher on its own page. No account needed.
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