Georgia 4.P.EICC.3.b
The Standard
Scan and skim the text, making note of structures and sections that might be most useful. (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
- Before close reading, students preview titles, headings, captions, bold words, and section openings. They use a reading goal to predict where useful information is likely to appear.
What Mastery Looks Like
- Given a question and a text with several sections, students quickly mark the sections most likely to help. They name the features that guided them and locate relevant evidence without reading everything.
Common Misconceptions
- Students may read every word instead of previewing quickly. They may choose a section based only on its title or assume bold print always contains the needed information.
How to Assess It
- Give students a short article and one question. In two minutes, have them circle two useful headings and explain which section they would read first.
Lesson moves
Ways to Teach It
Give pairs a printed article, sticky flags, and a question; have them mark three sections likely to contain the answer.
Display a webpage and ask, “Which section would you read first, and what text feature guided your choice?”
Play a heading hunt: teams race to match five information questions with the most useful headings in a short nonfiction text.
Use a school lunch menu or museum webpage; students locate one requested fact without reading every item or paragraph.
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Printable 4.P.EICC.3.b Worksheet
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