Georgia 8.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, including topics, genres, modes, and techniques. They support each preference with a specific title, assignment, or writing move and explain why it appeals to them.
What Mastery Looks Like
- A student can compare two reading or writing experiences and clearly state a preference. The student names details, such as first-person narration, historical topics, poetry, or digital essays, and explains the choice.
Common Misconceptions
- Students may give broad answers such as “I like fiction” without naming a text feature or example. They may confuse preference with skill, assuming they cannot prefer a genre they find difficult.
How to Assess It
- Exit ticket: Name one reading or writing preference. Give a specific example and explain which topic, genre, mode, or technique shaped your choice.
Lesson moves
Ways to Teach It
Set out six short excerpts, then have students sort them by appeal and attach sticky notes naming the features behind each choice.
Ask pairs, “Which reading or writing task has stayed with you, and what topic, genre, mode, or technique made it memorable?”
Play Preference Corners with signs for genres or modes, then require each student to defend a corner using one specific example.
Have students compare a podcast script, news article, and social media post, then choose the best mode for sharing a school issue.
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