Georgia 5.P.EICC.1.b
The Standard
Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (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 name the kinds of texts and writing tasks they prefer. They support each preference with a specific example and explain which topic, genre, format, or craft move affected their response.
What Mastery Looks Like
- A student can point to a book, article, poem, essay, or class assignment and explain why it worked for them. The explanation moves beyond “interesting” or “fun” and identifies a clear feature.
Common Misconceptions
- Students may say only “I liked it” without naming the feature that shaped their response. They may confuse genre with topic or format. They may summarize a text instead of explaining their own reaction.
How to Assess It
- Exit ticket: Name one reading preference and one writing preference, then support each with a specific title or assignment and a feature that appealed to you.
Lesson moves
Ways to Teach It
Have students sort book covers and sample assignments into Would Choose and Would Skip, then label the feature driving each choice.
Prompt pairs: Which text or writing task held your attention, and was the reason its topic, genre, mode, or technique?
Play Preference Detective: classmates read anonymous preference clues and match each clue to a classroom text or writing task.
Create library recommendation cards naming a likely reader, a title, and the topic, genre, format, or technique behind the match.
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Printable 5.P.EICC.1.b Worksheet
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