Georgia 5.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 what they need from a text before reading and set a specific target. While reading, they notice when meaning breaks down, try a strategy, and check whether it worked.
What Mastery Looks Like
- A student names a clear purpose and a measurable target, such as finding two causes. The student marks a confusing sentence and selects a fitting fix, such as rereading or using context. Afterward, the student explains whether the target was met.
Common Misconceptions
- Students may think the goal is simply to finish the page. They may keep reading after meaning breaks down or reread without checking whether it helped. Some confuse the text’s topic with their reason for reading it.
How to Assess It
- Give students a 150-word passage with one tricky sentence and this exit ticket: “Write your purpose and goal, mark the tricky sentence, name your fix, and summarize the passage.”
Lesson moves
Ways to Teach It
Give pairs sticky notes to label a reading purpose, a goal, a confusing spot, and the fix they tried in a short article.
After reading, ask, “Where did meaning break down, what did you do, and how do you know the fix worked?”
Play Comprehension Coach: partners draw strategy cards such as reread, slow down, summarize, or use context, then explain when each would help.
Have students read school lunch directions or a club flyer, set a practical goal, then check whether they found the needed details.
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Printable 5.P.EICC.3.a Worksheet
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