Virginia SOL 5.RI

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

• 5.RI.1

  Key Ideas and Confirming Details

• 5.RI.1.A

  Summarize the main ideas of texts and specific paragraphs within them, including how they are developed through the details.

• 5.RI.1.B

  Summarize events, procedures, ideas, or concepts in historical, scientific, or technical texts, including what happened, how, and why.

• 5.RI.1.C

  Describe how an author uses reasons, evidence, and opinions to support points in a text, by identifying (and accurately quoting) which reasons and evidence supp...

• 5.RI.2

  Craft and Style

• 5.RI.2.A

  Describe the overall organization patterns of texts (e.g., cause/effect, comparison/contrast, problem/solution, description, sequence, and chronological) and ho...

• 5.RI.2.B

  Examine text features and search tools in multiple print and digital sources to evaluate and gain meaning from the information found.

• 5.RI.2.C

  Determine the author’s purpose(s) and describe how the author’s perspective (e.g., beliefs, assumptions, biases) influences the meaning of the text.

• 5.RI.3

  Integration of Concepts

• 5.RI.3.A

  Use prior (experience) and background (content) knowledge as context for new learning.

• 5.RI.3.B

  Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

• 5.RI.3.C

  Explain the relationships or interactions between two or more individuals, events, procedures, ideas, or concepts in a historical, scientific, or technical text...

01

What Students Need to Do

Students identify and summarize main ideas, supporting details, events, procedures, and concepts in complex informational texts. They explain text structure, relationships, author purpose, and perspective, then match points to accurate quotations. They compare sources and use text features, search tools, and prior knowledge to build understanding.

02

What Mastery Looks Like

A student can give an objective summary that explains what happened, how it happened, and why it happened. The student accurately quotes details, connects each detail to an author’s point, and explains how sections and ideas build. Across sources, the student compares viewpoints, uses text features efficiently, and revises prior ideas when evidence differs.

03

Common Misconceptions

Students often state the topic instead of the main idea, copy whole passages, or add personal opinions to summaries. They may choose any related detail as evidence, confuse reasons with opinions, or quote without explaining the connection. They may name a structure from one signal word, assume two sources agree, or overlook bias and text features.

04

How to Assess It

Give students a two-paragraph article and a short second account. Ask them to state the main idea, quote one supporting detail, name the structure, and explain one difference in perspective.

1. 01

   Give pairs a printed article cut into sections; students reorder it, underline transition clues, and label the organization pattern.

2. 02

   Ask students to write: What is the author trying to make you believe, and which two quoted details reveal that purpose or perspective?

3. 03

   Play Evidence Match: teams pair point cards with supporting quotation cards, then earn a point only after explaining each match.

4. 04

   Compare a city website and news article about a local road closure, noting purpose, details, and which source best answers a travel question.

• 7.RI

  The 7th Grade version of this standard.

• 6.RI

  The 6th Grade version of this standard.

• 10.RI

  The 10th Grade version of this standard.

• 8.RI

  The 8th Grade version of this standard.