Georgia 8.P.EICC.3.a
The Standard
Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (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
- Before reading, students name what they need to learn or accomplish and choose a clear goal. As they read, they pause to check meaning and change strategies when they get confused.
What Mastery Looks Like
- Students can state a specific reason for reading and a goal they can check. They notice when meaning breaks down, choose a useful response, and explain how it helped.
Common Misconceptions
- Students may set a page-count goal instead of a goal tied to understanding. They may think fast, fluent reading proves comprehension or that rereading is the only way to fix confusion.
How to Assess It
- Give students a two-paragraph unfamiliar passage. Ask them to write a reading goal, mark one difficult point, name their response, and summarize the passage.
Lesson moves
Ways to Teach It
Give pairs a short article and three sticky notes labeled Goal, Confusion, and Fix to place during reading.
After reading, have students answer: Where did meaning break down, what did you try, and how did it help?
Play Strategy Match by pairing confusion cards, such as unknown vocabulary or lost sequence, with useful response cards.
Have students read a school event flyer to find the deadline and requirements, then explain how their purpose guided skimming.
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Printable 8.P.EICC.3.a Worksheet
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