Virginia SOL 5.R

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

• 5.R.1

  Evaluation and Synthesis of Information

• 5.R.1.A

  Formulate questions that help narrow the topic and revise questions as needed based on research.

• 5.R.1.B

  Identify search terms to locate information and gather relevant information from various print and digital sources to address the research.

• 5.R.1.C

  Organize and synthesize information from the print and digital resources, evaluating their relevance, reliability, and credibility.

• 5.R.1.D

  Develop notes that include important concepts, summaries, and identification of information sources.

• 5.R.1.E

  Organize and share information orally, in writing, or through visual display.

• 5.R.1.F

  Avoid plagiarism and give proper credit by providing citations whenever using another person’s media, facts, ideas, graphics, music, and direct quotations.

01

What Students Need to Do

Students ask a focused research question, revise it as they learn, and use precise search terms to find useful print and digital sources. They judge sources for relevance and trustworthiness, take notes in their own words, and combine information across texts. They share findings clearly and credit facts, ideas, quotations, images, and other media.

02

What Mastery Looks Like

A student narrows a broad topic into a workable question and revises it when new information changes the focus. They choose relevant and trustworthy sources, then take paraphrased notes that name each source. They combine ideas across sources and present a clear answer with complete citations.

03

Common Misconceptions

Students may treat a broad topic as a research question or keep the first question even when evidence points elsewhere. They may trust the first search result, confuse relevance with reliability, or copy sentences into notes. They may cite quotations but omit credit for paraphrased ideas, facts, images, music, or graphics.

04

How to Assess It

Give students two short source excerpts about school gardens. Ask them to write a focused question, list two search terms, choose the stronger source, paraphrase one fact, and cite it.

1. 01

   Give groups six source cards to sort by relevance and reliability, then build a sticky-note evidence board with source labels.

2. 02

   Have students write: “How did your research question change after reading two sources, and why was the new question better?”

3. 03

   Run a Search Term Challenge where pairs turn broad topics into precise keyword sets and earn points for finding the most relevant results.

4. 04

   Research a school lunch problem, then send the principal a one-page recommendation using evidence from two sources and complete citations.

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