Virginia SOL 10.DSR.D
The Standard
Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12).
Virginia Standards of Learning for English · The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering evidence from grade-level complex texts, reading widely on topics to gain purposeful knowledge and vocabulary, and using reading strategies when comprehension breaks down.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read several connected texts and track how ideas and vocabulary develop across them. They use what they learned from earlier readings to understand new, more complex material.
What Mastery Looks Like
- Students explain how each reading adds to, challenges, or clarifies earlier ideas. They use topic vocabulary accurately and apply accumulated knowledge when reading a less familiar or more complex text.
Common Misconceptions
- Students may treat each text as a separate assignment instead of carrying ideas forward. They may copy vocabulary definitions without using terms accurately, or assume every source presents the topic the same way.
How to Assess It
- Give students a new 200-word passage related to previous readings. Ask, “What prior knowledge helps you understand this passage, and how does one key term deepen its meaning?”
Lesson moves
Ways to Teach It
Give groups three short texts on climate migration, then have them build a concept map linking repeated terms, claims, and evidence.
After the second reading, ask students to write: “What does this text add, revise, or challenge from the first text?”
Play a vocabulary relay where teams match topic terms to sentences from different readings and justify each match.
Students compare a news report, public agency page, and editorial about a local issue, then explain how each source shapes understanding.
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