Virginia SOL 7.DSR.E

ELA7th GradeDeveloping Skilled Readers and Building Reading Stamina 

The Standard

Use reading strategies as needed to aid and monitor comprehension when encountering challenging sections of text. These sense-making strategies attend to text structure, common organizational structures, summarizing, asking questions of the text, and others (Reading Strategies, 3-12).

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 notice when a difficult passage stops making sense. They select a useful response, such as rereading, chunking, identifying the structure, summarizing, or asking a focused question.

What Mastery Looks Like

Students can identify the exact word, sentence, or shift that causes confusion. They choose a useful strategy, explain why it fits, and show clearer understanding afterward.

Common Misconceptions

Students may keep reading after they lose the meaning, expecting it to become clear later. They may also use one strategy for every problem or mistake copying sentences for summarizing.

How to Assess It

Give students one challenging paragraph and ask them to mark where meaning breaks down, choose a repair strategy, and write a one-sentence summary.

Lesson moves

Ways to Teach It

  1. Give pairs a cut-up article to arrange, then have them label clues showing sequence, cause and effect, comparison, or problem and solution.

  2. After reading a difficult paragraph, students write one question for the author and explain which sentence prompted it.

  3. Play Strategy Match by giving teams confusion cards and having them select and defend the best repair strategy for each problem.

  4. Use a confusing product guide or school policy, then ask students to mark headings, restate steps, and identify unanswered questions.

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