Georgia 6.P.EICC.3.b

ELA6th GradeComprehension Strategies

The Standard

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

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 preview a text before reading it closely. They use headings, captions, bold words, introductions, and conclusions to predict where useful information will appear.
What Mastery Looks Like: Given a question and an unfamiliar article, a student quickly marks the sections most likely to help. The student explains which headings, features, or text structures guided each choice.
Common Misconceptions: Some students think skimming means reading only the first sentence or reading every word quickly. Others search only for exact keywords, missing synonyms, captions, sidebars, and headings.
How to Assess It: Give students a one-page article and ask, “Where would you look first to find why the event happened?” Have them circle two useful sections and name one clue for each.

Lesson moves

Give pairs a magazine article and sticky flags; have them mark the heading, caption, sidebar, and section most useful for a question.
Ask students to write: Which two parts would you read first to answer this question, and what clues guided your choice?
Play Text Feature Hunt: teams receive question cards and point to the likely answer location before checking the text.
Give students a museum website printout and ask them to find admission cost, hours, and one exhibit without reading every word.

Free download

A ready-to-print activity worksheet aligned to 6.P.EICC.3.b, 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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