Georgia 4.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 explain which reading and writing experiences they prefer and why. They support their choices with specific genres, topics, formats, modes, or techniques.
What Mastery Looks Like
- A student can name clear preferences, such as realistic fiction, graphic novels, poetry, dialogue, or first-person writing. The student explains each choice with a relevant example and reason.
Common Misconceptions
- Students may name a favorite book without identifying the genre, topic, format, or technique they enjoy. They may also state a preference but give no clear reason or example.
How to Assess It
- Use this exit ticket: “Name one reading or writing preference. Give a specific example and explain what feature makes it work for you.”
Lesson moves
Ways to Teach It
Have students sort sample books and writing tasks into “like,” “unsure,” and “not for me,” then label the features behind each choice.
Ask partners, “Which genre, topic, format, or writing technique fits you best, and what specific example supports your choice?”
Play Four Corners using genre or writing-mode labels, then have students move, choose, and explain their preference with evidence.
Create a reader-writer profile card that lists preferences and examples, then use the cards to recommend books or writing projects to classmates.
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Printable 4.P.EICC.1.b Worksheet
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