Georgia 7.P.EICC.1.b
The Standard
Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)
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 name the kinds of reading and writing they prefer and explain why. They point to specific topics, genres, formats, or craft moves that hold their interest or help them work.
What Mastery Looks Like
- A student can make a clear preference claim, name a recent example, and connect it to a specific feature. The explanation goes beyond “I like it” to describe what works for that reader or writer.
Common Misconceptions
- Students may give broad answers such as “I hate reading” without naming a text or feature. They may confuse topic with genre, or list a favorite title without explaining why it fits. Some treat academic preferences as fixed abilities.
How to Assess It
- Exit ticket: Name one reading or writing preference, cite a class example, and explain which topic, genre, format, or technique shaped your response.
Lesson moves
Ways to Teach It
Give students cards naming genres, topics, formats, and craft moves; have them sort each into prefer, avoid, or want to try.
Prompt pairs: Which recent class text or writing task fit you best, and what specific feature made it work?
Play Preference Corners with four labeled genre signs, then require each student to defend a choice using one text example.
Have students compare a school assignment with a podcast, review, or social post they choose outside school, then name shared features.
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Printable 7.P.EICC.1.b Worksheet
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