Virginia SOL 6.R.1.C
The Standard
Organize and synthesize information from multiple sources (primary, secondary, digital, and print) evaluating the relevance, usefulness, validity, and credibility of each source.
Virginia Standards of Learning for English
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students gather claims and evidence from several sources, then sort the information by idea rather than by source. They judge which sources are trustworthy and useful, then combine supported details into one clear explanation.
What Mastery Looks Like
- A student can track each source’s author, evidence, date, purpose, and connection to the question. The student compares agreements and conflicts, rejects weak material, and explains why selected evidence belongs in the final response.
Common Misconceptions
- Students often treat the first search result, a polished website, or a source ending in .org as automatically credible. They may summarize sources separately, confuse relevance with reliability, or use claims without checking dates, authors, and evidence.
How to Assess It
- Give students three source cards about school start times: a research summary, an anonymous blog post, and an outdated news article. Ask them to choose two, write a three-sentence synthesis, and justify rejecting the third.
Lesson moves
Ways to Teach It
Give groups four printed source cards and sticky notes to sort details into credible, questionable, relevant, and irrelevant columns.
Ask, “Which matters more for this question, the author’s expertise, the publication date, or the evidence, and why?”
Run a Source Detective game where pairs earn points for finding an author, date, evidence, bias, and cross-source agreement.
Compare two product reviews and a manufacturer page, then decide which information would best support a purchase recommendation.
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