Georgia 9.P.EICC.1.a

ELA9th GradeReader & Writer Identity

The Standard

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

Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition

Teacher's field guide

What Students Need to Do: Students set clear reading and writing goals tied to their own strengths and needs. They check progress, explain what the evidence shows, and revise goals or strategies when needed.
What Mastery Looks Like: Students can state a focused goal, explain why it fits their needs, and name a strategy for reaching it. They track evidence, discuss progress honestly, and adjust the goal when needed.
Common Misconceptions: Students often write vague goals such as “get better at writing” or confuse finishing an assignment with improving a skill. They may see changing a goal as failure instead of a response to evidence.
How to Assess It: Exit ticket: Write one current reading or writing goal, one piece of evidence you will track, and one condition that would make you revise it.

Lesson moves

Create a paper goal tracker with index cards, then move each reading or writing goal from planned to practiced to revised.
Write a short reflection: What evidence shows progress toward your goal, and what will you change next week?
Play Goal Doctor: teams diagnose vague sample goals, rewrite them with a clear action and evidence, then explain their revisions.
Examine how athletes or employees track improvement, then build a similar weekly check-in for one class reading or writing goal.

Free download

A ready-to-print activity worksheet aligned to 9.P.EICC.1.a, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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