Georgia 7.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 examine how an author’s audience and situation shape what information is included and emphasized. They explain how layout, wording, sentence patterns, and craft choices help reach particular readers.
What Mastery Looks Like
- Students can compare two texts on the same topic and explain why each author selected different details, wording, organization, or visuals. They support each explanation with specific evidence from the text.
Common Misconceptions
- Students may assume every audience needs the same facts in the same order. They may treat audience choices as only formal versus informal language. They may name a technique without explaining its effect on readers.
How to Assess It
- Give students a short school announcement and ask them to revise it for incoming sixth graders. Have them label two changes and explain why each fits that audience.
Lesson moves
Ways to Teach It
Give pairs two printed versions of one message, highlighters, and sticky notes to mark choices aimed at each audience.
Ask students to explain in writing how a principal should present the same schedule change to students, families, and teachers.
Play an audience card sort where teams match sample headlines, layouts, details, and sentences to specific readers and justify each match.
Have students redesign a local restaurant notice for its window, social media page, and employee break room.
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