Georgia 9.P.EICC.3

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

• 9.P.EICC.3.a

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

• 9.P.EICC.3.b

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

• 9.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...

• 9.P.EICC.3.d

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

• 9.P.EICC.3.e

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

• 9.P.EICC.3.f

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

• 9.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 choose reading moves that fit the text and purpose, such as previewing, questioning, annotating, rereading, and summarizing. They use those moves at different points in reading, then explain how the moves helped them build or revise meaning.

02

What Mastery Looks Like

Given an unfamiliar, challenging text, a student selects useful strategies without waiting for the teacher to assign each step. The student tracks confusion, revises an early idea with evidence, and produces an accurate response suited to the task.

03

Common Misconceptions

Students may treat annotation as highlighting many lines without recording why they matter. They may use the same strategy for every text or reread without targeting a confusing section. Some keep an early prediction even when later evidence disproves it.

04

How to Assess It

Give students a dense 250-word passage. Ask for one prediction, one question from reading, a two-sentence summary, and the strategy that best clarified meaning.

1. 01

   Give pairs a challenging article and three sticky-note colors for predictions, questions, and summaries placed before, during, and after reading.

2. 02

   Ask students to explain which reading move helped most, cite one difficult passage, and describe how their understanding changed.

3. 03

   Run a strategy relay where teams draw a strategy card, apply it to one paragraph, and earn points for text-based explanations.

4. 04

   Have students compare a lease excerpt and a news report, choosing different strategies to identify obligations, claims, and missing information.

• 3.P.EICC.3

  The 3rd Grade version of this standard.

• 10.P.EICC.3

  The 10th 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.