Virginia SOL 9.W.1.A.iii
The Standard
Develop the topic through sustained use of the most significant and relevant facts, concrete details, quotations, or other information from multiple authoritative sources appropriate to the audience's knowledge.
Virginia Standards of Learning for English
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students build a focused, extended piece with carefully chosen evidence from several trustworthy sources. They connect facts, details, and quotations to their ideas, then give readers enough context to understand them.
What Mastery Looks Like
- Students choose strong facts and quotations from several credible sources and use them throughout a longer piece. They explain how each detail supports the focus and provide context suited to their readers.
Common Misconceptions
- Students may choose evidence because it sounds interesting rather than because it supports the focus. They may rely on one source, insert quotations without explanation, or overlook what readers already know.
How to Assess It
- Exit ticket: “Your audience is the school board. Choose the two strongest pieces of evidence for later school start times from three provided excerpts, then explain why each fits this audience.”
Lesson moves
Ways to Teach It
Print source cards about school start times; teams sort them by authority, relevance, and audience fit, then assemble an evidence-rich paragraph.
Ask, “Which source would persuade parents but confuse sixth graders?” Students write three sentences defending one choice with details from the source.
Play Evidence Draft: groups take turns selecting the strongest fact or quotation from a source packet and explaining how it supports a claim.
Have students write a principal memo proposing one cafeteria change, using the menu, a student survey, and a credible nutrition source.
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