Virginia SOL 3.DSR

3.DSR is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 3.DSR.A

  Read a variety of grade-level complex texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehen...

• 3.DSR.B

  Proficiently read and comprehend a variety of literary and informational texts that exhibit complexity at the higher range of the grades 2-3 bands (See Quantita...

• 3.DSR.C

  When responding to texts through discussions and/or writing, draw several pieces of evidence from read alouds and grade-level complex texts to support claims, c...

• 3.DSR.D

  Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use background knowl...

• 3.DSR.E

  Use reading strategies as needed to monitor comprehension when encountering challenging sections of text. These sense-making strategies attended to common text ...

01

What Students Need to Do

Students read challenging stories and informational texts accurately, smoothly, and with expression. They gather evidence across related texts to explain ideas and build topic knowledge. When meaning breaks down, they reread, ask questions, use text structure, or summarize.

02

What Mastery Looks Like

A student reads an unfamiliar grade-level text accurately, at a steady pace, and with phrasing that reflects meaning. The student explains ideas using several accurate details and can name the strategy used to fix confusion.

03

Common Misconceptions

Students may think fast reading is fluent reading, even when phrasing and meaning are lost. They may choose evidence that mentions the topic but does not support their idea. Some keep reading after meaning breaks down instead of rereading, slowing down, or asking a question.

04

How to Assess It

Give each student a short grade-level passage to read aloud, then ask one inference question. Have the student answer and mark two phrases that support the answer.

1. 01

   Give pairs paragraph strips to arrange, read aloud with meaningful phrasing, and revise after checking whether the order makes sense.

2. 02

   After reading two texts about animal survival, ask: Which adaptation helps most, and what details from both texts support your claim?

3. 03

   Play Fluency Replay: students read one passage three times, while partners track accuracy, phrasing, and self-corrections on a checklist.

4. 04

   Read a weather report and safety notice, then create a storm preparation card using facts and vocabulary from both sources.

• 12.DSR

  The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering ...

• 10.DSR

  The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering ...

• 4.DSR

  The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering ...

• 11.DSR

  The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering ...