Virginia SOL K.RL.3.C
The Standard
With prompting and support, monitor listening comprehension
Virginia Standards of Learning for English · Integration of Concepts
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students listen to a story and notice whether it makes sense to them. With teacher help, they name what they understand and ask for clarification when confused.
What Mastery Looks Like
- Students can tell when they understand a read-aloud and when they feel confused. With a prompt, they ask for a word, event, or page to be explained or reread.
Common Misconceptions
- Students may stay quiet when a word or event does not make sense. They may confuse remembering one detail with understanding the whole story.
How to Assess It
- Read a short picture book page aloud, then ask, “What made sense, and what would you like me to explain or reread?”
Lesson moves
Ways to Teach It
Give students green and red cards to raise during a read-aloud when the story makes sense or becomes confusing.
Pause after each page and ask, “What do you understand, and what question do you have?”
Play Reread or Ready, where students choose whether they need a sentence repeated before answering a story question.
Read classroom directions aloud, then have students name one clear step and one step they need repeated.
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Printable K.RL.3.C Worksheet
A ready-to-print activity worksheet aligned to K.RL.3.C, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 3.RI.3.D
Demonstrate comprehension by writing about what is read using the text for support.
- K.RL.1.A
With prompting and support, activate prior (experience) and background (content) knowledge and make connections to what is read
- K.RI.1.A
With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is read
- 2.C.1.A.iv
Demonstrating active engagement when listening to a speaker and asking for clarification to ensure understanding.
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