Virginia SOL K.RL

K.RL is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• K.RL.1

  Key Ideas and Plot Details

• K.RL.1.A

  With prompting and support, activate prior (experience) and background (content) knowledge and make connections to what is read

• K.RL.1.B

  With prompting and support, demonstrate knowledge of story structure by orally identifying characters, setting,important events, and details

• K.RL.1.C

  With prompting and support, orally re-tell a familiar story in sequential order (beginning, middle, end)

• K.RL.1.D

  With prompting and support, generate predictions about story characters and events using the text

• K.RL.3

  Integration of Concepts

• K.RL.3.A

  With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration dep...

• K.RL.3.B

  With prompting and support, compare and contrast characters, plot events, or settings between two familiar stories

• K.RL.3.C

  With prompting and support, monitor listening comprehension

01

What Students Need to Do

Students listen to different kinds of stories and use words and pictures to identify characters, settings, events, and details. They retell events from beginning to end, make supported predictions, and connect stories to what they know. They also compare familiar stories and notice when something does not make sense.

02

What Mastery Looks Like

After a read-aloud, students can name the characters and setting, describe key events, and retell the story in order. They use story words or pictures to make a prediction and explain their thinking. With support, they can compare two familiar stories and ask for help when meaning is unclear.

03

Common Misconceptions

Students may name any person or place instead of identifying the main characters and setting. They may mix up event order, treat predictions as guesses without clues, or assume every picture shows exactly what the words say. Some students say they understand even when they cannot retell what happened.

04

How to Assess It

After a familiar read-aloud, give students three event pictures to order. Ask each student to name the characters and setting, retell the events, and explain one picture clue.

1. 01

   Give pairs character, setting, and event cards from a familiar story to sort, sequence, and use for an oral retelling.

2. 02

   Pause before the ending and ask, "What do you think will happen, and which word or picture gives you that idea?"

3. 03

   Play Story Detective Bingo with squares for character, setting, beginning event, middle event, ending event, problem, and solution.

4. 04

   After reading realistic fiction, students draw a similar event from their own lives and tell one way it matches the story.

• 2.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts heard or read to inc...

• 5.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts read to include poet...

• 3.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts read to include fant...

• 1.RL

  The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of literary texts heard or read including fantasy, humor, ...