Virginia SOL 10.C.1.A.viii

ELA10th GradeCommunication and Multimodal Literacies

The Standard

Using reflection to evaluate one's own role in the process in pairs or small-group activities.

Virginia Standards of Learning for English · Communication, Listening, and Collaboration

Teacher's field guide

What Students Need to Do: Students take part in paired and small-group discussions, then reflect on how their actions affected the group. They identify specific strengths, problems, and next steps in their own participation.
What Mastery Looks Like: Students can name the role they played and cite specific moments when they helped or hindered the discussion. They explain the effect of their choices and set a clear goal for the next discussion.
Common Misconceptions: Students may judge their role only by how often they spoke or whether the group finished. They may give vague reflections such as "I did well" without citing a specific action, effect, or next step.
How to Assess It: After a small-group discussion, ask students to write: "Name one action you took, explain its effect on the group, and set one goal for next time."

Lesson moves

Give groups role cards, then have students sort their own discussion moves into helpful, neutral, or unhelpful categories.
Ask students to write about one moment when their question, response, silence, or interruption changed the group's discussion.
Play Discussion Move Bingo using squares such as asks for evidence, invites a speaker, builds on an idea, and summarizes.
After a mock workplace meeting, students complete a brief self-review naming their contribution, its effect, and one change for next time.

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A ready-to-print activity worksheet aligned to 10.C.1.A.viii, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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