Georgia 6.P.ST.2.c
The Standard
Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)
Georgia's K-12 English Language Arts Standards · Practices (P) · Situating Texts
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the audience and situation for a text, then explain why the author emphasized certain details. They evaluate how layout, wording, sentence structure, and craft choices help readers understand and respond.
What Mastery Looks Like
- A student can compare two texts on the same topic and connect specific choices to each audience and purpose. The student can revise details, format, language, and craft for a named audience.
Common Misconceptions
- Students may name the audience without linking it to specific evidence from the text. They may assume formal language is always better or focus only on words while ignoring layout, sentence structure, and omitted details.
How to Assess It
- Exit ticket: Show two versions of a school dance announcement, one for students and one for families. Students identify one detail and one design or language choice that fits each audience.
Lesson moves
Ways to Teach It
Give groups audience cards and paper copies of one announcement, then have them cut, reorder, and relabel details for their assigned readers.
Ask: How would a storm warning change for first graders, drivers, and emergency workers? Students cite details, wording, and layout.
Play Audience Match: teams pair anonymous text samples with audience cards and earn points by defending each match with two specific choices.
Compare a medicine label, patient brochure, and social media ad for one product, noting how each selects information and design for readers.
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