Virginia SOL 1.RL

1.RL is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 1.RL.1

  Key Ideas and Plot Details

• 1.RL.1.A

  Retell familiar stories sequentially and demonstrate an understanding of the story structure, the central message or lesson, and the details.

• 1.RL.1.B

  Identify the elements of a familiar story, including the characters, setting, and important events (e.g., conflict and resolution).

• 1.RL.1.C

  Ask and answer literal (who, what, when, where) or inferential (how, why) questions about what is read.

• 1.RL.1.D

  Generate predictions about story characters and events using the text.

• 1.RL.3

  Integration of Concepts

• 1.RL.3.A

  Set a purpose for reading by providing a guiding question, activating prior (experience) and background (content) knowledge.

• 1.RL.3.B

  Make connections between characters, settings, and major events in stories heard, using key details.

• 1.RL.3.C

  Compare and contrast the adventures or experiences of characters in stories heard, using key details.

01

What Students Need to Do

Students retell a story in order and name its characters, setting, problem, solution, lesson, and key events. They answer literal and inferential questions, then make predictions and connections using story details. They compare characters’ experiences and use a guiding question and prior knowledge to set a reading purpose.

02

What Mastery Looks Like

A student can recount the beginning, middle, and end without adding unrelated events. The student points to words or pictures that support an answer, prediction, lesson, connection, or comparison.

03

Common Misconceptions

Students may list details out of order, confuse the topic with the lesson, or name any event as the problem. They may answer from personal experience instead of the story, make unsupported predictions, or compare surface traits rather than experiences.

04

How to Assess It

After a familiar read-aloud, give students three picture boxes labeled beginning, middle, and end. Have them draw and label each event, then state the lesson with one supporting detail.

1. 01

   Give pairs picture cards from a familiar tale; students order them, identify the problem and solution, and retell the story aloud.

2. 02

   Pause before the ending and ask, “What will the character do next, and which story detail supports your prediction?”

3. 03

   Play Question Sort: students sort prepared story questions into “right there” and “think about it” groups, then answer one from each.

4. 04

   Compare two characters facing a classroom problem, such as losing a pencil, and discuss how each response could work in real life.

• 2.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts heard or read to inc...

• K.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of literary texts heard, to include fantasy, humor, fable/...

• 5.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts read to include poet...

• 3.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts read to include fant...