Virginia SOL 1.DSR.A
The Standard
Use knowledge of letter-sound correspondences to read a variety of decodable and gradelevel texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or selfcorrect word recognition and understanding, as necessary (Reading Fluency, K-12).
Virginia Standards of Learning for English · The student will build knowledge and comprehension skills from reading and listening to a range of challenging, content-rich texts. This includes fluently reading decodable texts and gathering evidence from reading widely (through content-rich read alouds) on topics to gain purposeful knowledge and vocabulary
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use letter sounds and spelling patterns to work through unfamiliar words. They reread short texts accurately, smoothly, and with expression. They stop and fix words when the reading does not sound right or make sense.
What Mastery Looks Like
- On a second or third reading, the student reads most words correctly and groups words into meaningful phrases. The student notices errors, rereads, and corrects words that do not sound right or make sense.
Common Misconceptions
- Students may guess from the picture or first letter instead of reading through the whole word. They may think fast reading is fluent reading. Some keep going when a word or sentence does not make sense.
How to Assess It
- Give each student a short decodable passage to read twice. Mark errors and self-corrections, then ask the student to tell what happened in the passage.
Lesson moves
Ways to Teach It
Cut a short decodable passage into sentence strips. Students arrange it, mark phrase breaks with craft sticks, then read it aloud twice.
Ask, "What did you notice and fix while reading?" Students name the word, the problem, and the clue that helped.
Play Fluency Echo. Read one sentence aloud, have students echo it, then let partners reread the full passage to each other.
Students read each step of a simple snack recipe twice, then check whether their action matches the words.
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