Georgia 9.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 identify the texts and composing tasks they prefer, then name the features that attract them. They explain their choices with specific examples from past reading and writing.
What Mastery Looks Like
- A student can name a preferred genre, topic, format, or craft technique and give a clear example. The student explains why the choice holds attention or supports expression.
Common Misconceptions
- Students may give broad answers such as “I like fiction” without naming a feature or example. They may confuse what feels easy with what they enjoy or value.
How to Assess It
- Exit ticket: Name one reading or writing preference, identify a specific feature you like, and explain how that feature affects your experience.
Lesson moves
Ways to Teach It
Sort sample texts into “draws me in,” “not yet,” and “depends,” then label the feature behind each choice.
Discuss or write: Which text or writing task has stayed with you, and what specific feature made it memorable?
Play Preference Match by pairing genre, topic, format, and technique cards, then explaining which combinations seem most appealing.
Compare a news article, podcast, infographic, and social media post about one event, then choose the most engaging format and explain why.
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Printable 9.P.EICC.1.b Worksheet
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