8.P.EICC.3Reading Comprehension Strategies

Expectations

• 8.P.EICC.3.a

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

• 8.P.EICC.3.b

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

• 8.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 as appropriate. (I)

• 8.P.EICC.3.d

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

• 8.P.EICC.3.e

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

• 8.P.EICC.3.f

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

• 8.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)

Georgia Milestones coverage

• English Language Arts Grade 8 (EOG) · Practices

  Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension before, during, and after reading as part of the meaning-making process.

  These points are shared with other standards, so count them once and never add them up per standard.

The same standard across grades

1. Kindergarten · K.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

2. Grade 1 · 1.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

3. Grade 2 · 2.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

4. Grade 3 · 3.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

5. Grade 4 · 4.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

6. Grade 5 · 5.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

7. Grade 6 · 6.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

8. Grade 7 · 7.P.EICC.3

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

9. Grade 8 · 8.P.EICC.3 (this standard)

   Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

10. Grade 9 · 9.P.EICC.3

    Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

11. Grade 10 · 10.P.EICC.3

    Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

12. Grade 11 · 11.P.EICC.3

    Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.

13. Grade 12 · 12.P.EICC.3

    Comprehension Strategies Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.