Virginia SOL 2.W.1.D
The Standard
Write in response to text(s) read or heard to share thinking with a couple supporting details from the text.
Virginia Standards of Learning for English
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students state what they think about a text they read or hear. They support that thinking with two relevant details from the text.
What Mastery Looks Like
- A student gives a clear response to a text and includes at least two accurate, relevant details. The student connects each detail to the main idea.
Common Misconceptions
- Students may retell the whole text instead of stating their own thinking. They may give unrelated details, copy sentences without explanation, or include only one supporting detail.
How to Assess It
- Read a short paragraph aloud, then ask: “What do you think about the character’s choice? Give two details that support your thinking.”
Lesson moves
Ways to Teach It
Give pairs sentence strips from a familiar story, then have them sort details by which character idea each strip supports.
Ask students to write: “Was the character’s choice wise? Explain your thinking with two details from the story.”
Play Evidence Match by having students pair idea cards with two supporting detail cards from a shared text.
Read a classroom rule poster, then have students explain which rule helps most and support their choice with two details.
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Printable 2.W.1.D Worksheet
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Related Standards
- 4.W.1.E
Write in response to text(s) read (including summaries, reflections and descriptions) to demonstrate thinking with details, examples, and other evidence from th...
- 6.W.1.D
Write reflectively in response to text(s) read to demonstrate thinking with details, examples, and other evidence from the text(s).
- 3.W.1.E
Write in response to text(s) read or heard to share thinking using supporting details from the text.
- 5.W.1.D
Write in response to texts read (including summaries, reflections, and descriptions) in which students demonstrate their thinking with details, examples, and ot...
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