Virginia SOL 5.DSR.C
The Standard
When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences from texts, including quoting or paraphrasing accurately and tracing where relevant evidence is located (Textual Evidence, 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 make a claim, conclusion, or inference and support it with several relevant details. They quote or paraphrase accurately and record where each detail appears.
What Mastery Looks Like
- A student states a clear claim, conclusion, or inference. The response uses two or more relevant details from different parts of the text, quotes or paraphrases accurately, and identifies each location.
Common Misconceptions
- Students may choose details that repeat the topic but do not support their claim. They may copy quotes incorrectly, omit locations, or give evidence without explaining its connection. Some rely on one detail when several are needed.
How to Assess It
- Ask: “What can you infer about the main character’s motivation?” Students must state a claim, provide two accurate details, cite locations, and explain each connection.
Lesson moves
Ways to Teach It
Give pairs claim cards and evidence strips, then have them sort supporting details and label each with its paragraph number.
Ask students to write: “Which conclusion is best supported, and how do two details from the text prove it?”
Run an Evidence Relay where teams locate, record, and explain two details supporting a posted inference before moving to the next station.
Read two short school lunch articles, then have students recommend one menu change using evidence and source locations.
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