Georgia 6.P.EICC.1.a

ELA6th GradeReader & Writer Identity

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 Students Need to Do: Students name a specific reading or writing target, explain why it matters, and choose evidence that will show progress. They review that evidence and adjust the target or their plan.
What Mastery Looks Like: A student can turn a broad wish into a specific target with a timeline and a way to track progress. After a checkpoint, the student uses evidence to explain whether to keep, change, or replace the goal.
Common Misconceptions: Students often choose broad targets such as “read more” or “be a better writer.” They may treat a goal as fixed, or revise it without using evidence from reading logs, drafts, or feedback.
How to Assess It: Exit ticket: Write one current reading or writing goal, one piece of evidence you will track, and a date for reviewing it. Name one change you could make if progress stalls.

Lesson moves

Give students sticky notes to build a goal ladder with a target, three action steps, evidence to collect, and a review date.
Ask students to write: “Which reading or writing habit would make the biggest difference for you, and what evidence supports your choice?”
Play Goal Doctor by having pairs revise vague goal cards into specific targets with actions, evidence, and review dates.
Show an athlete’s training log, then have students create a similar weekly log for reading pages, writing time, feedback, or revisions.

Free download

A ready-to-print activity worksheet aligned to 6.P.EICC.1.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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