Georgia 5.P.EICC.1.a
The Standard
Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (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 choose clear reading and writing goals for personal interests and class assignments. They explain each goal, track progress with evidence, and change the goal or plan when needed.
What Mastery Looks Like
- Students state a clear, manageable goal and explain why it fits their needs. They use notes, work samples, or reading records to describe progress and adjust the goal when needed.
Common Misconceptions
- Students often choose vague goals such as "write better" or mistake finishing a book for improving a skill. They may see changing a goal as failure instead of a response to evidence.
How to Assess It
- Use an exit ticket: "Name one reading or writing goal, give one piece of progress evidence, and explain your next step or revision."
Lesson moves
Ways to Teach It
Build a goal ladder with sticky notes showing a starting skill, two small action steps, and evidence that would show progress.
Write: "Which reading or writing skill would you improve this month, why, and how would you know you improved?"
Play Goal Fix-Up by rewriting vague goal cards, such as "read more," into specific goals with actions and evidence.
Compare a student reading log with an athlete's training log, then identify how both use evidence to adjust goals.
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Printable 5.P.EICC.1.a Worksheet
A ready-to-print activity worksheet aligned to 5.P.EICC.1.a, with an answer key for the teacher on its own page. No account needed.
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