Oklahoma Social Studies 3.P.3

3.P.3 is a cluster heading. These are the individual standards under it.

• 3.P.3.1

  Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies.

• 3.P.3.1.A

  Summarize the main idea and locate supporting details of a text (e.g., primary and secondary sources).

• 3.P.3.1.B

  Use graphic features of a text (e.g., photographs, titles, headings, subheadings, charts, illustrations, and graphs) to understand content.

• 3.P.3.2

  Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives.

• 3.P.3.2.A

  Determine the author’s purpose, including what the author wants to answer, explain, or describe in informational texts.

• 3.P.3.2.B

  Locate facts (e.g., who, what, where, when, why, how) to demonstrate an understanding of key details in a text.

• 3.P.3.2.C

  Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies.

01

What Students Need to Do

Students read a diary excerpt and a later description of the same time or place. They use headings and photos to find the main idea and answer questions about people, places, and events. They compare details, ask what is missing, and explain why each writer wrote.

02

What Mastery Looks Like

A student can state the main idea and point to a sentence that supports it. They can use a photo detail as another clue without guessing what people thought. They can explain what a firsthand source shows and what a later writer adds.

03

Common Misconceptions

Students may treat a photo as proof of what people thought or assume a later writer saw an event firsthand. They may copy the first sentence as the main idea without checking the rest of the text. Some give an opinion when asked for a fact from the source.

04

How to Assess It

Show a one-room school photo and a card headed 'Schools Long Ago' that reads, 'One teacher taught children of many ages in one room; older students often helped younger students.' Ask students to write the main idea, one supporting fact, one photo clue, and why the writer made the card.

1. 01

   Give pairs a 1910 school photo and a short museum description; have them circle photo clues and underline matching facts in the description.

2. 02

   Read a child's old school diary entry aloud and ask, 'What did the child notice that a museum writer might leave out?'

3. 03

   Make cards with claims about one-room schools and lines from a diary entry; students match each claim to a supporting line.

4. 04

   Show current and 1910 classroom photos; have students write one change, using a visible detail from each photo.

• 2.P.3

  The 2nd Grade version of this standard.

• 5.P.3

  The 5th Grade version of this standard.

• 1.P.3

  The 1st Grade version of this standard.

• 4.P.3

  The 4th Grade version of this standard.