Georgia 4.P.EICC.3

4.P.EICC.3 is a Georgia English Language Arts standard. These are the expectations under it.

• 4.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 4.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 4.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires a...

• 4.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 4.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 4.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 4.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

01

What Students Need to Do

Students choose reading moves that fit the text and their purpose. They preview, monitor their understanding, fix confusion, and reflect on meaning after reading.

02

What Mastery Looks Like

A student previews the text, notices when meaning breaks down, and chooses a fitting response such as rereading, questioning, or using context. After reading, the student can summarize key ideas and explain which move improved understanding.

03

Common Misconceptions

Students may treat predicting as guessing without using the title, headings, or text evidence. They may also use one strategy every time, or mark many details without checking whether those details improve understanding.

04

How to Assess It

Exit ticket: Give students a titled paragraph and ask them to name one useful preview move, add one helpful annotation, and summarize the meaning. Check whether each move fits the text and reading purpose.

1. 01

   Give pairs sticky notes to mark one prediction, two confusing spots, and a revised idea while reading a two-page article.

2. 02

   After a short story, ask, “Which reading move helped you understand the character’s choice, and what sentence proves it?”

3. 03

   Play Strategy Match: teams pair reading problems, such as an unknown word or unclear pronoun, with strategy cards.

4. 04

   Have students read school lunch instructions and annotate where headings, rereading, and context clues help them complete each step.

• 5.P.EICC.3

  The 5th Grade version of this standard.

• 11.P.EICC.3

  The 11th Grade version of this standard.

• 3.P.EICC.3

  The 3rd Grade version of this standard.

• 10.P.EICC.3

  The 10th Grade version of this standard.