Georgia 8.P.EICC.3

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

• 8.P.EICC.3.a

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

• 8.P.EICC.3.b

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

• 8.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...

• 8.P.EICC.3.d

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

• 8.P.EICC.3.e

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

• 8.P.EICC.3.f

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

• 8.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 read challenging texts with a clear task or purpose. They choose strategies before, during, and after reading, then change strategies when meaning breaks down.

02

What Mastery Looks Like

Students select strategies that fit the text and purpose, such as previewing headings, annotating claims, rereading, or summarizing. They notice confusion, adjust their approach, and explain how a strategy improved understanding.

03

Common Misconceptions

Students may treat highlighting as proof of understanding, even when they cannot explain what they marked. They may use the same strategy for every text or stop checking comprehension once reading begins.

04

How to Assess It

Give students a challenging paragraph and ask them to write one action they would take before, during, and after reading. Have them explain how each action supports understanding.

1. 01

   Give pairs a dense article, sticky notes, and three labels: before, during, after; students place notes showing strategies used at each stage.

2. 02

   Ask students to explain which reading strategy helped them understand a difficult passage and cite the moment when their understanding changed.

3. 03

   Play Strategy Match by having teams pair text samples and reading purposes with strategy cards, then defend each match.

4. 04

   Compare instructions for assembling an item with a news report, then list the different strategies a careful reader would use for each.

• 11.P.EICC.3

  The 11th Grade version of this standard.

• 4.P.EICC.3

  The 4th Grade version of this standard.

• 2.P.EICC.3

  The 2nd Grade version of this standard.

• 12.P.EICC.3

  The 12th Grade version of this standard.