Georgia 7.P.EICC.3

7.P.EICC.3 is a Georgia English Language Arts standard. These are the expectations under it.

• 7.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 7.P.EICC.3.b

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

• 7.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires a...

• 7.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 7.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 7.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 7.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

01

What Students Need to Do

Students set a reading purpose, preview the text, and choose strategies that fit the task. While reading, they monitor understanding, repair confusion, and combine key ideas after reading.

02

What Mastery Looks Like

A student previews a text, names a clear reading purpose, and selects useful strategies. During reading, the student notices confusion and adjusts by rereading, using context, asking questions, or annotating. After reading, the student summarizes key ideas and supports the summary with accurate details.

03

Common Misconceptions

Students may treat previewing, annotating, and summarizing as a checklist instead of choosing strategies for a purpose. They may reread the same words without trying context clues, breaking apart a sentence, or asking a question. Some confuse recalling details with understanding the text's larger meaning.

04

How to Assess It

Give students a challenging paragraph and ask them to record one strategy used before, during, and after reading. For each, they explain how it helped them understand the paragraph.

1. 01

   Give pairs an article and three sticky-note colors to record strategies used before, during, and after reading.

2. 02

   After reading a poem, ask students to write which strategy helped most, where they used it, and why it worked.

3. 03

   Play Strategy Match by having teams pair reading problems, such as an unknown word or confusing sentence, with useful responses.

4. 04

   Have students read product reviews to choose between two items, then explain how their reading purpose shaped their strategy choices.

• 4.P.EICC.3

  The 4th Grade version of this standard.

• 6.P.EICC.3

  The 6th Grade version of this standard.

• 1.P.EICC.3

  The 1st Grade version of this standard.

• K.P.EICC.3

  The Kindergarten version of this standard.