Georgia 7.P.EICC.1.a

ELA7th GradeReader & Writer Identity

The Standard

Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

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 set personal and school-based reading and writing goals that are clear and manageable. They track progress, explain their choices, and revise goals based on evidence and feedback.
What Mastery Looks Like: A student writes a specific, realistic goal and explains why it fits current needs. The student tracks progress with work samples, discusses results, and adjusts the goal when evidence shows a change is needed.
Common Misconceptions: Students may choose vague goals such as “get better at writing” or confuse a task deadline with a learning goal. They may treat changing a goal as failure instead of using evidence to revise it.
How to Assess It: Give students a sample reading log and ask them to write one specific goal, cite evidence for it, and name when they will review it.

Lesson moves

Students build a goal tracker with sticky notes for the goal, action steps, evidence, review date, and revised goal.
Students respond to the prompt, “What evidence shows your current reading or writing goal fits you, and what might make you revise it?”
Teams sort goal cards into specific, vague, measurable, and task-only groups, then rewrite each weak goal.
Students compare literacy goals with goals used by athletes, musicians, or workers, identifying how evidence and feedback guide revisions.

Free download

A ready-to-print activity worksheet aligned to 7.P.EICC.1.a, 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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