Georgia 9.P.EICC.1

9.P.EICC.1 is a Georgia English Language Arts standard. These are the expectations under it.

• 9.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 9.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I...

• 9.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 9.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction o...

• 9.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writi...

• 9.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

01

What Students Need to Do

Students reflect on who they are as readers and writers, then make purposeful choices about texts, strategies, tools, and support. They track growth and seek new ways to participate in reading and writing.

02

What Mastery Looks Like

Students can explain their reading and writing preferences, strengths, challenges, and goals. They independently select useful supports, such as annotation methods, mentor texts, peer feedback, dictionaries, or planning tools.

03

Common Misconceptions

Students may think strong readers and writers always work quickly or without help. They may also see preferences and abilities as fixed, rather than shaped by practice, text choices, feedback, and useful tools.

04

How to Assess It

Use an exit ticket: “Name one reading or writing tool you used today, explain how it helped, and name your next step.”

1. 01

   Students create a personal toolkit folder containing an annotation key, planning template, feedback checklist, vocabulary resource, and list of trusted text sources.

2. 02

   Students write: “What experiences have shaped you as a reader and writer, and what would you like to change this year?”

3. 03

   Run a strategy match game where students pair reading and writing problems with tools, then defend each match to a partner.

4. 04

   Students compare how a journalist, podcaster, student, and workplace employee use reading and writing tools to complete authentic tasks.

• 10.P.EICC.1

  The 10th Grade version of this standard.

• 3.P.EICC.1

  The 3rd Grade version of this standard.

• 1.P.EICC.1

  The 1st Grade version of this standard.

• 11.P.EICC.1

  The 11th Grade version of this standard.