Georgia 9.P.EICC.3.b

ELA9th GradeComprehension Strategies

The Standard

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

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 preview a text to find where useful information is likely located before reading closely. They use headings, topic sentences, visuals, introductions, and conclusions to choose sections that match their purpose.
What Mastery Looks Like: Students quickly identify the parts of a text most likely to answer a specific question. They mark those sections and explain how headings, topic sentences, visuals, or placement guided their choices.
Common Misconceptions: Students may read every word instead of previewing, or move so quickly that they miss the text’s organization. They may rely only on headings and ignore topic sentences, captions, charts, introductions, and conclusions.
How to Assess It: Give students a one-page article and ask, “Which two sections would best help answer this question, and what text feature guided you?”

Lesson moves

Give pairs a printed article, sticky flags, and two minutes to mark three sections they would read first for a stated purpose.
Ask students to write: “Which text feature saved you the most reading time, and why?” Then compare answers with a partner.
Run a section search race where teams locate a definition, example, counterclaim, and key statistic without reading the full text.
Have students preview a school policy webpage to find the attendance rule, appeal process, and contact person, then name the features they used.

Free download

A ready-to-print activity worksheet aligned to 9.P.EICC.3.b, with an answer key for the teacher on its own page. No account needed.

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