Georgia 7.P.EICC.3.b
The Standard
Scan and skim the text, making note of structures and sections that might be most useful. (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 preview a text with a clear reading goal. They notice how it is organized and choose the sections or features most likely to provide useful information.
What Mastery Looks Like
- Students quickly identify the text’s organization and locate sections tied to a specific purpose. They can explain why a heading, caption, chart, or paragraph deserves closer reading.
Common Misconceptions
- Students may read every word instead of previewing for a purpose. They may also focus only on titles and miss headings, captions, diagrams, sidebars, or indexes.
How to Assess It
- Give students a two-page article and ask, “Which two sections would help you explain the main causes? Mark them and write why.”
Lesson moves
Ways to Teach It
Give pairs a printed article, sticky notes, and two minutes to label three sections they would read first for a stated purpose.
Ask students to write which text feature helped them predict useful information and explain their choice with one specific detail.
Run a timed feature hunt where teams locate a heading, caption, sidebar, chart, and summary, then name each feature’s likely use.
Have students preview a bus schedule, restaurant menu, or website page to find one requested fact without reading every word.
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