Georgia 3.P.EICC.3.c
The Standard
Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (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 recall what they know about a topic before reading. As they read, they compare those ideas with text details, correct inaccurate thinking, and note new questions or information.
What Mastery Looks Like
- Students name a specific idea they had before reading and connect it to a detail from the text. They explain whether the detail confirmed, corrected, or expanded their thinking.
Common Misconceptions
- Students may treat what they already believe as correct, even when the text disagrees. They may give a personal connection but never explain how the text changed or added to their thinking.
How to Assess It
- After a short reading, give this exit ticket: “I used to think ___. The text says ___. Now I think ___. I still wonder ___.”
Lesson moves
Ways to Teach It
Have students sort sticky notes into Knew, Changed, and New columns after reading a short science article.
Ask students to write: “What idea did the text confirm, correct, or add, and which sentence caused that change?”
Play Claim Check by giving pairs familiar claims to match with evidence cards, then label each claim confirmed, corrected, or expanded.
Read a weather safety flyer, compare its advice with family routines, and list one practice students would keep or change.
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