Virginia SOL 10.C
SOL Standard (Knowledge and Skills Cluster)
The student will develop effective oral communication and collaboration skills to build community of learners that process, understand, and interpret content together.
Virginia Standards of Learning for English
Cluster contents
Knowledge and Skills in This Standard
10.C is a Standards of Learning standard. These are the knowledge and skills expectations under it.
- 10.C.1
Communication, Listening, and Collaboration
- 10.C.1.A.i
Applying a variety of strategies to listen actively and speak purposefully and respectfully.
- 10.C.1.A.ii
Setting guidelines for group presentations and discussions.
- 10.C.1.A.iii
Incorporating all group members in the development of new understandings, making decisions, and solving problems.
- 10.C.1.A.iv
Setting clear goals and deadlines and defining individual roles as needed.
- 10.C.1.A.v
Responding thoughtfully, respectfully, and tactfully with evidence to diverse perspectives.
- 10.C.1.A.vi
Summarizing points of agreement and disagreement.
- 10.C.1.A.vii
Assessing, evaluating critically, and using information accurately for a common purpose or goal.
- 10.C.1.A.viii
Using reflection to evaluate one's own role in the process in pairs or small-group activities.
- 10.C.2
Speaking and Presentation of Ideas
- 10.C.2.A.i
Choosing vocabulary, language, and tone appropriate to the topic, audience, and purpose.
- 10.C.2.A.ii
Using active listening and speaking strategies effectively with awareness of verbal and nonverbal cues (e.g., appropriate facial expressions and posture).
- 10.C.2.A.iii
Evaluating the effectiveness of presentations, including the introduction, central ideas, organization, and conclusion.
- 10.C.2.B
Memorize and accurately recite a speech with intonation, meaningful expression, and emotion that conveys the intended mood (e.g., inspiration, motivation, convi...
- 10.C.3
Integrating Multimodal Literacies
- 10.C.3.A
Make strategic use of multimodal tools, including using information from two or more interdependent modes of communication where both or multiple modes are esse...
- 10.C.3.B
Monitor, analyze, and use multiple streams of simultaneous information.
- 10.C.3.C
Create media messages for diverse audiences and purposes.
- 10.C.4
Examining Media Messages
- 10.C.4.A
Analyze the viewpoint of print and digital publications (e.g., advertisements, editorials, blogs, and websites).
- 10.C.4.B
Analyze, compare, and contrast visual and verbal media messages for content (e.g., word choice and choice of information), intent (e.g., persuasive techniques, ...
- 10.C.4.C
Examine and analyze how media messages are constructed based on varying opinions, values, and viewpoints.
- 10.C.4.D
Evaluate the motives (e.g., social, commercial, and political) behind media messages used to determine author’s purpose, factual content, opinion, and/or possib...
- 10.C.4.E
Describe possible cause-and- effect relationships between mass media coverage and public opinion trends.
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students lead and join sustained discussions, share roles, use evidence, and help the group reach a clear result. They give organized oral presentations with suitable language, delivery, and multimodal support. They also compare media messages for viewpoint, purpose, bias, persuasive methods, and impact.
What Mastery Looks Like
- A student invites quieter members, refers to evidence, responds tactfully, and summarizes agreement and disagreement. In a presentation, the student uses clear organization, suitable language, purposeful delivery, and media that add meaning. When analyzing media, the student explains viewpoint, motive, bias, persuasive techniques, and likely audience impact.
Common Misconceptions
- Students may think active participation means talking often, rather than listening, inviting others, and building on evidence. They may treat visuals and music as decoration instead of sources of meaning. They may also label any opinion as bias or attack a speaker instead of addressing the claim.
How to Assess It
- Show a print ad and a 30-second video ad for similar products, then have groups discuss which is more effective. On an exit slip, students identify one persuasive technique, one possible motive, and one useful contribution they made.
Lesson moves
Ways to Teach It
Give groups a news article, infographic, and video clip, then have them arrange evidence cards to show how each mode shapes meaning.
Use the prompt, "Which source is most persuasive, and how do its words, images, and sound affect your judgment?"
Run a discussion-role rotation with facilitator, evidence checker, summarizer, and inclusion monitor, switching roles every four minutes.
Compare two campaign ads or product posts aimed at different audiences, then rewrite one message for the school community.
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Printable 10.C Worksheet
A ready-to-print activity worksheet aligned to 10.C, with an answer key for the teacher on its own page. No account needed.
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- 3.C
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- 6.C
The student will develop effective oral communication and collaboration skills to build a community of learners that process, understand, and interpret content ...
- 4.C
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