Georgia 6.P.EICC.3

6.P.EICC.3 is a Georgia English Language Arts standard. These are the expectations under it.

• 6.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 6.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 6.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires a...

• 6.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 6.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 6.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 6.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

01

What Students Need to Do

Students approach challenging texts with a clear reading purpose. They preview before reading, monitor understanding while reading, and summarize or reflect afterward, choosing strategies that fit the task.

02

What Mastery Looks Like

Students choose useful strategies based on the text and purpose, then adjust when meaning breaks down. They can explain how previewing, questioning, annotating, rereading, or summarizing helped them understand specific ideas.

03

Common Misconceptions

Students may treat highlighting as comprehension, marking many lines without explaining why they matter. They may also use the same strategy for every text or skip checking whether an inference fits the evidence.

04

How to Assess It

Give students a short unfamiliar passage and ask them to write one prediction, one question, and a two-sentence summary supported by a quoted detail.

1. 01

   Give pairs a challenging article, sticky notes, and three labels: predict, clarify, and summarize, then have them mark their thinking while reading.

2. 02

   Ask students to write which reading strategy helped most with yesterday’s text and cite one place where it changed their understanding.

3. 03

   Play Strategy Switch: pause reading at set points, draw a strategy card, and use that strategy before continuing.

4. 04

   Compare a product label and a news report, then list which reading strategies help answer a practical question about each text.

• 4.P.EICC.3

  The 4th Grade version of this standard.

• 7.P.EICC.3

  The 7th Grade version of this standard.

• 1.P.EICC.3

  The 1st Grade version of this standard.

• K.P.EICC.3

  The Kindergarten version of this standard.