Virginia SOL 11.C.1

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

• 11.C.1.A.i

  Applying a variety of strategies to listen actively and speak purposefully and respectfully.

• 11.C.1.A.ii

  Demonstrating the ability to work effectively by coming to a consensus, exercising flexibility, making necessary compromises, and presenting alternate views.

• 11.C.1.A.iii

  Responding thoughtfully and tactfully with evidence to diverse perspectives.

• 11.C.1.A.iv

  Summarizing points of agreement and disagreement.

• 11.C.1.A.v

  Assessing, evaluating critically, and using information accurately to fulfill a task.

• 11.C.1.A.vi

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

01

What Students Need to Do

Students sustain a group discussion by listening closely, asking useful questions, and supporting claims with accurate evidence. They identify agreements and disagreements, consider alternate views, negotiate compromises, and help the group reach a decision. They also evaluate their own contribution and the group's process.

02

What Mastery Looks Like

A student builds on classmates' ideas, cites relevant details, and responds to disagreement without dismissing the speaker. The student can summarize competing positions fairly, adjust a view when evidence warrants it, and move the group toward consensus. A brief reflection names a specific contribution and a next step.

03

Common Misconceptions

Students may treat discussion as taking turns stating opinions rather than building a shared line of thought. Some confuse consensus with unanimous agreement, summarize opposing views unfairly, or use evidence that does not support their point. Reflections often rate participation without naming specific behaviors.

04

How to Assess It

Give groups two short editorials and 10 minutes to agree on one recommendation. On an exit slip, each student lists one agreement, one disagreement, supporting evidence, and a reflection on their role.

1. 01

   Give groups claim, evidence, and source cards to sort, then require one consensus statement supported by the two strongest cards.

2. 02

   Have students write and discuss when a group should compromise and when a member should defend a minority view, citing the assigned text.

3. 03

   Run a role-rotation discussion with facilitator, evidence checker, summarizer, and challenger cards, switching roles every four minutes.

4. 04

   Stage a student council meeting on a real school issue, using survey results and policy excerpts to produce a recommendation.

• 3.C.1

  The 3rd Grade version of this standard.

• 9.C.1

  The 9th Grade version of this standard.

• 2.C.1

  The 2nd Grade version of this standard.

• 12.C.1

  The 12th Grade version of this standard.