Virginia SOL 6.RI
SOL Standard (Knowledge and Skills Cluster)
The student will use textual evidence to demonstrate comprehension and build knowledge from grade-level complex informational texts read.
Virginia Standards of Learning for English
Cluster contents
Knowledge and Skills in This Standard
6.RI is a Standards of Learning standard. These are the knowledge and skills expectations under it.
- 6.RI.1
Key Ideas and Confirming Details
- 6.RI.1.A
Summarize texts, including their main idea(s) and how they are developed with specific details.
- 6.RI.1.B
Describe how a key individual, event or idea is introduced, illustrated, and elaborated in historical, scientific, or technical texts (e.g., through examples or...
- 6.RI.1.C
Trace the argument and specific claims in texts, distinguishing claims that are supported by evidence and reasons, from claims that are not.
- 6.RI.2
Craft and Style
- 6.RI.2.A
Determine the purpose of text features (e.g., boldface and italics type; type set in color; underlining; graphics and photographs; and headings and subheadings)...
- 6.RI.2.B
Explain how an author’s word choice, organizational pattern, and language structure convey the author’s purpose.
- 6.RI.2.C
Explain how an author establishes and conveys a perspective or purpose in an informational text.
- 6.RI.3
Integration of Concepts
- 6.RI.3.A
Describe ideas within and between selections including how specific sentences, paragraphs, or sections contribute to the development of ideas.
- 6.RI.3.B
Compare and contrast one author’s presentation of ideas or events with another’s, identifying where the texts agree or disagree.
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students summarize an informational text and explain how details, examples, people, events, or ideas develop its main points. They evaluate claims and evidence, then explain how text features, structure, and word choice shape purpose and perspective. They also compare how two authors present the same topic.
What Mastery Looks Like
- A student gives an accurate summary and cites details that show how the main idea develops. The student separates supported claims from unsupported ones and explains how structure, features, and word choice reveal purpose. The student also compares two accounts using evidence from both.
Common Misconceptions
- Students may treat the topic as the main idea or list details instead of summarizing. They may call any statement evidence, even when it does not support the claim. They may confuse an author’s perspective with their own opinion or ignore how headings, images, and structure shape meaning.
How to Assess It
- Give students two short articles on the same issue. Ask them to state each main idea, cite one supporting detail, identify each author’s purpose, and name one agreement or disagreement.
Lesson moves
Ways to Teach It
Cut apart a short article, then have pairs arrange its sections and label how each section develops the main idea.
Ask students to write: How do the author’s word choices and selected details reveal purpose and perspective?
Play Evidence Sort: teams place claim cards under supported or unsupported, then defend each choice with a reason from the text.
Compare two news reports about the same local event, marking agreements, disagreements, and details each reporter emphasizes.
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Printable 6.RI Worksheet
A ready-to-print activity worksheet aligned to 6.RI, with an answer key for the teacher on its own page. No account needed.
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