Georgia 4.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 target before they begin. As they read, they check whether the text makes sense and change strategies when confused.
What Mastery Looks Like
- A student states a clear reason for reading and a specific goal before starting. While reading, the student notices confusion and uses rereading, context clues, questions, or a slower pace to regain meaning.
Common Misconceptions
- Students may name a broad purpose, such as “to learn,” without setting a clear target. They may keep reading after meaning breaks down or think rereading is the only repair strategy.
How to Assess It
- Give students a short unfamiliar paragraph. Ask them to write a reading goal, mark where meaning became unclear, and name one strategy they used to fix it.
Lesson moves
Ways to Teach It
Give pairs a short article, sticky notes, and strategy cards to mark confusion and choose a repair when meaning breaks down.
Ask students to write: What is my goal for this text, and how will I know I reached it?
Play Strategy Match by giving groups reading problems to pair with solutions such as reread, slow down, ask, or use context.
Compare reading a recipe, game directions, and a news article, then have students explain how their purpose changes their reading choices.
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Printable 4.P.EICC.3.a Worksheet
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