Georgia 6.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 they begin. As they read, they notice when meaning breaks down. They try a specific fix, such as rereading, slowing down, using context, or asking a question.
What Mastery Looks Like
- A student can name a clear reason for reading and choose a goal that fits the task. The student can point to a confusing section, use a sensible repair strategy, and explain whether it worked.
Common Misconceptions
- Students may treat the goal as finishing a set number of pages rather than gaining specific information or understanding. Some keep reading after meaning is lost, or assume rereading is the only repair strategy. Others name a strategy without showing where or why they used it.
How to Assess It
- Give students a 150-word passage with one dense sentence and this exit ticket: State your reading goal, mark one confusing line, and name the strategy you used. Explain whether the strategy worked.
Lesson moves
Ways to Teach It
Give pairs a one-page article and sticky notes to mark their reading goal, confusing spots, and the strategy used to fix each spot.
After reading a short story, ask students to write: What was your purpose, where did understanding break down, and what helped?
Play Strategy Match: teams draw a confusion card, such as unknown word or lost sequence, then choose and explain a repair move.
Have students read a school club flyer to find meeting details, then explain how their purpose shaped what they reread or skipped.
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Printable 6.P.EICC.3.a Worksheet
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