Georgia 4.P.EICC.4.a

ELA4th GradeWriting Processes

The Standard

Establish a purpose and goals for writing and identify a target audience. (C)

Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition

Teacher's field guide

What Students Need to Do: Before drafting, students decide why they are writing, what result they want, and who will read it. They use those choices to guide content, tone, and format.
What Mastery Looks Like: A student can explain who will read a piece, why it is being written, and what it should accomplish. The student chooses details, tone, and organization that fit those decisions.
Common Misconceptions: Students may name “my teacher” as the reader for every assignment, even when the writing addresses someone else. They may confuse a topic with a reason for writing or choose goals such as “write neatly” instead of goals tied to the message.
How to Assess It: Exit ticket: “You are writing a letter asking the principal to add more playground equipment.” Name the reader, explain your reason for writing, and list two writing goals.

Lesson moves

Give groups sample texts and audience cards, then have students match each text to its likely reader, purpose, and one writing goal.
Ask, “How would a playground safety message change for kindergartners, parents, and the principal?” Students write one sentence for each audience.
Play Audience Switch: students draw a topic, purpose, and reader card, then plan three details that fit all three.
Have students plan an email to a local librarian requesting a class visit, including the desired response and two writing goals.

Free download

A ready-to-print activity worksheet aligned to 4.P.EICC.4.a, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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