Georgia 4.P.EICC.1

4.P.EICC.1 is a Georgia English Language Arts standard. These are the expectations under it.

• 4.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 4.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I...

• 4.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 4.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction o...

• 4.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writi...

• 4.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

01

What Students Need to Do

Students develop a clear sense of who they are as readers and writers. They choose resources and strategies that help them understand texts and create their own. They reflect on their habits and set practical goals for growth.

02

What Mastery Looks Like

Students choose texts, topics, and tools that fit their interests and purposes. They can explain how a notebook, mentor text, dictionary, annotation, or feedback helped them improve.

03

Common Misconceptions

Students may label themselves as either good or bad readers and writers. They may think tools such as dictionaries, mentor texts, and peer feedback are only for students who struggle. They may also see reading and writing as school tasks rather than habits used outside class.

04

How to Assess It

Give an exit ticket: Name one reading or writing tool you used today, explain how it helped, and name one tool you will try next.

1. 01

   Assemble reader-writer toolkits with sticky notes, dictionaries, notebooks, bookmarks, and mentor texts, then use one tool during independent work.

2. 02

   Write about a time reading or writing felt successful, then name the choice, habit, or resource that helped.

3. 03

   Play Resource Match by pairing task cards, such as revising dialogue or decoding a word, with the most useful tool.

4. 04

   Read two community event flyers, discuss their choices, then create a flyer for a real school event or club.

• 5.P.EICC.1

  The 5th Grade version of this standard.

• 1.P.EICC.1

  The 1st Grade version of this standard.

• 6.P.EICC.1

  The 6th Grade version of this standard.

• 12.P.EICC.1

  The 12th Grade version of this standard.