Virginia SOL 1.DSR.C
The Standard
With prompting and support, when responding to text through discussions and/or writing, draw several pieces of evidence from read-alouds to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, 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 listen closely to a read-aloud and answer questions using more than one detail from the text. With help, they quote or retell details accurately and show where the evidence appears.
What Mastery Looks Like
- Students answer a question or make an inference using several accurate details from a read-aloud. They can quote or retell those details and point to the page, picture, or part of the story where each appears.
Common Misconceptions
- Students may give a personal opinion instead of using details from the book. They may use only one detail, misquote the text, or point to a page that does not support their answer.
How to Assess It
- Read a short passage aloud, then ask, “What can you tell about the character? Give two details and name where you heard each one.”
Lesson moves
Ways to Teach It
After a read-aloud, students place two sticky notes on pages that support a class claim, then explain each choice.
Ask, “How do you know the character feels worried?” Partners answer with two details and name where each appears.
Play Evidence Match: students pair claim cards with supporting picture or sentence cards from a familiar read-aloud.
Read a short weather book, then have students use two facts to explain which clothes fit the forecast.
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