Virginia SOL 10.R.1

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

• 10.R.1.A

  Formulate and revise questions about a research topic, broadening or narrowing the inquiry as necessary.

• 10.R.1.B

  Gather and organize information from various sources, including internet resources, electronic databases, and other technology.

• 10.R.1.C

  Objectively evaluate primary and secondary sources for their credibility, reliability, accuracy, usefulness, and limitations, that includes identifying their ma...

• 10.R.1.D

  Synthesize multiple streams of information from a variety of sources to support claims and introduce counterclaims.

• 10.R.1.E

  Create research products aligned with the demands of the reading and writing standards.

• 10.R.1.F

  Cite primary and secondary sources for quoted and paraphrased ideas using a standard method of documentation, such as the Modern Language Association (MLA) or A...

• 10.R.1.G

  Define the meaning and legal consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

• 10.R.1.H

  Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies, as they develop.

01

What Students Need to Do

Students develop a focused research question and adjust its scope as they learn more. They gather, organize, and evaluate varied primary and secondary sources for accuracy, credibility, usefulness, bias, and limitations. They combine evidence to support claims and counterclaims, cite borrowed material, avoid plagiarism, and use AI and other tools responsibly.

02

What Mastery Looks Like

Students can refine a broad question into a focused, researchable one and organize evidence from varied sources. They can explain why each source is credible, useful, limited, or biased. Their final product connects evidence across sources, addresses a counterclaim, uses correct citations, and identifies any AI assistance.

03

Common Misconceptions

Students may treat the first search result as trustworthy or assume a professional-looking site is unbiased. They may confuse summary with synthesis, ignore conflicting evidence, or cite quotations but not paraphrases. Some also assume AI output is automatically accurate or free to submit as their own work.

04

How to Assess It

Give students two short, conflicting source excerpts about one topic. Ask them to revise a broad research question, choose the stronger source, explain its limits, write one claim and counterclaim, and add a citation.

1. 01

   Give groups six printed source cards to sort by credibility, usefulness, bias, and primary or secondary status, then defend each placement.

2. 02

   Ask students to write how a research question about social media could be narrowed by age group, platform, effect, and time period.

3. 03

   Run a citation relay where teams correct quotation, paraphrase, and works cited examples, earning points for each accurate fix.

4. 04

   Have students investigate a local school policy using the handbook, a news report, survey data, and an AI response, then compare reliability.

• K.R.1

  The Kindergarten version of this standard.

• 7.R.1

  The 7th Grade version of this standard.

• 6.R.1

  The 6th Grade version of this standard.

• 11.R.1

  The 11th Grade version of this standard.