Oklahoma Social Studies 5.P.4

5.P.4 is a cluster heading. These are the individual standards under it.

• 5.P.4.1

  Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to...

• 5.P.4.1.A

  Compose informative written products by introducing and developing a topic, supported by evidence (e.g. facts, examples, details) and maintaining an organized s...

• 5.P.4.1.B

  Clearly state an opinion through written products, supported by examples, details, and reasoning.

• 5.P.4.2

  Engage in authentic research to acquire, refine, and share knowledge through written presentations and products.

• 5.P.4.2.A

  Formulate a viable research question related to expanding knowledge of social studies concepts.

• 5.P.4.2.B

  Organize information from research, quoting accurately from the source and avoiding plagiarism.

• 5.P.4.2.C

  Create presentations or products which summarize research findings from two or more sources.

01

What Students Need to Do

Students ask a focused social studies question and gather facts from at least two sources. They write an organized explanation or opinion supported by evidence. They paraphrase, quote accurately, credit their sources, and share their findings.

02

What Mastery Looks Like

A student can turn a broad topic into a question they can research. They can answer it with details from two sources and explain how those details support their answer. They can credit both sources, including when they use their own words.

03

Common Misconceptions

Students may change one word in a copied sentence and call it a paraphrase. They may list facts without explaining how the facts support their answer or opinion. They may credit direct quotes but not maps, images, or paraphrased ideas.

04

How to Assess It

Give students a 1906 territories map and a short article about Oklahoma statehood. Ask: “What changed when Oklahoma became a state? Write three sentences using one detail from each source, and label both sources.”

1. 01

   Give pairs a printed 1906 territories map and a short statehood article; have them sort fact cards by source.

2. 02

   Ask, “Which source better shows what changed in 1907, the map or the article?” Have students defend a choice using both sources.

3. 03

   Run a quote-or-paraphrase sort with six note cards from the article; partners fix copied lines and add source labels.

4. 04

   Have students write a 60-word hallway museum label about statehood, using a cited detail from the map and the article.

• 2.P.4

  The 2nd Grade version of this standard.

• 6.P.4

  The 6th Grade version of this standard.

• 1.P.4

  The 1st Grade version of this standard.

• 4.P.4

  The 4th Grade version of this standard.