Georgia 6.P.EICC.3.c
The Standard
Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (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 connect new information in a text to what they already know. They notice conflicts or missing information, then use text evidence to revise or expand their understanding.
What Mastery Looks Like
- A student names a relevant prior idea and points to details that confirm, challenge, or extend it. The student explains how their thinking changed and identifies any unanswered questions.
Common Misconceptions
- Students may give a personal connection that does not help explain the text. They may assume their prior knowledge is correct, ignore conflicting evidence, or fill gaps with unsupported guesses.
How to Assess It
- Give students a short passage about an unfamiliar animal. Ask, "What did you think before reading, which sentence changed or added to your thinking, and what question remains?"
Lesson moves
Ways to Teach It
Give pairs fact cards and a short article; students sort cards into confirmed, challenged, new, or unanswered, then cite supporting lines.
After reading, students complete and discuss: "I used to think..., but the text shows..., so now I think...."
Play Evidence Match: teams pair prior knowledge claims with text details, then label each pair confirmed, revised, or unsupported.
Read a school lunch nutrition label and compare its facts with students' assumptions about sugar, serving size, and healthy choices.
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