Georgia 6.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 their reading and writing preferences and support them with specific examples. They explain which topics, genres, formats, or techniques hold their attention or help them communicate.
What Mastery Looks Like
- Students can compare two reading or writing experiences and explain their preference with specific details. They use accurate terms and recognize that preferences may change with purpose, audience, or experience.
Common Misconceptions
- Students may think naming a favorite book or saying "I like it" is enough. They may confuse topic, genre, mode, and technique, or treat one bad experience as proof they dislike all reading or writing.
How to Assess It
- Use this exit ticket: Name one reading or writing preference, give a specific example, and explain which topic, genre, mode, or technique shaped your choice.
Lesson moves
Ways to Teach It
Set out book covers, article excerpts, poems, and graphic narratives; students sort them by appeal and label the feature driving each choice.
Have students write: Which reading or writing experience suited you best, and what topic, genre, mode, or technique made it work?
Play Preference Match: students pair anonymous preference statements with sample texts, then explain which details support each match.
Compare a podcast script, news article, and infographic on one topic, then choose the format best suited to a real audience.
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Printable 6.P.EICC.1.b Worksheet
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