Virginia SOL 9.DSR
SOL Standard (Knowledge and Skills Cluster)
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.
Virginia Standards of Learning for English
Cluster contents
Knowledge and Skills in This Standard
9.DSR is a Standards of Learning standard. These are the knowledge and skills expectations under it.
- 9.DSR.A
Read a variety of grade-level complex text with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehens...
- 9.DSR.B
Proficiently read and comprehend a variety of literary and informational texts that exhibit complexity at the lower range of the grades 9-10 band. (See the Quan...
- 9.DSR.C
When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and i...
- 9.DSR.D
Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at ...
- 9.DSR.E
Use reading strategies as needed to aid and monitor comprehension when encountering challenging sections of text. These sense-making strategies attend to text s...
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students read challenging literary and informational texts accurately, at a steady pace, and with phrasing that reflects meaning. They notice confusion, reread, use structure, summarize, and ask questions to repair understanding. They build knowledge across related texts and support claims with several accurate quotations or paraphrases.
What Mastery Looks Like
- A student can explain a complex passage, self-correct a misread word, and identify where understanding became unclear. In discussion or writing, the student makes a sound inference and supports it with several relevant details. Across related readings, the student uses new vocabulary and connects earlier information to new ideas.
Common Misconceptions
- Students may treat fast reading as fluent reading, even when phrasing and comprehension are weak. They often choose one loosely related quote, copy too much, or paraphrase inaccurately. When confused, they may keep reading without rereading, checking text structure, or using nearby context.
How to Assess It
- Give students a 300-word article with one dense paragraph and have them record one minute of oral reading. Ask them to mark a confusing sentence, name their repair strategy, write a two-sentence summary, and cite two supporting details.
Lesson moves
Ways to Teach It
Give pairs a cut-up article to sequence, then have them label each paragraph’s role and explain which clues restored the structure.
After two related texts, ask what the second text clarified or challenged, requiring two cited details and one newly learned term.
Run an Evidence Relay where teams match claim cards to quotation cards, then reject one tempting detail that does not support the claim.
Compare two local news reports on the same issue, then write a briefing that combines facts and defines three topic-specific words.
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Printable 9.DSR Worksheet
A ready-to-print activity worksheet aligned to 9.DSR, with an answer key for the teacher on its own page. No account needed.
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