Courseversity

Locating sources

Primary EducationGrade 5English & Language ArtsCV-PRI-G05-ELA-U10-L0345–60 min

You will learn

  • Identify types of sources.
  • Use keywords.
  • Use an index and contents.
  • Search safely online.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Choose source types.
  2. List keywords.
  3. Use index or search.
  4. Record the source.

Words to know

source
a place where you find information
keyword
an important word used to search
index
an alphabetical list of topics at the back of a book
search engine
a tool that finds information online

1. Discover: Finding information on solar energy

Zainab finds sources: a science book (using its index under S for solar), a library magazine, an interview with an electrician and a trusted website. She uses keywords solar panels, rural electricity in a search engine. She chooses sites ending in .org or .edu or from known institutions and records each source.

Think: Why record each source?

2. Understand: Where to look

Idea 1: Source types

Sources include books, magazines, interviews, websites, videos and experts.

Idea 2: Search tools

Use the contents page and index in books. Online, type keywords into a search engine.

Idea 3: Safe searching

Search safely with adult help, use trusted sites and record every source.

Remember: Locate sources in books, libraries, interviews and trusted websites using keywords, indexes and search tools, and record them.

3. Worked examples

Example 1 (I show you): Index

Where is the index?

  1. Back.

Answer: at the back of a book

Example 2 (We do it together): Keywords

Give two keywords.

  1. Search words.

Answer: solar panels and rural electricity

Example 3 (You try): Record

Why record the source?

Show the steps and answer
  1. Credit.

Answer: so you can credit and find it again

Did you know?

Librarians are experts at helping people find reliable sources.

Why this matters

Knowing where to look saves time and improves your research.

4. Explore: Source hunt

Find three sources.

  1. Choose a topic.
  2. List keywords.
  3. Find three source types.
  4. Record each source.
Think about it: what did you notice?

You can locate sources.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • I found this in ___.
  • The keywords are ___.
  • The index shows ___.
  • The source is ___.

Guided practice

Question 1. A place where you find information is a ___.

source

Question 2. An important search word is a ___.

keyword

Question 3. An alphabetical list at the back of a book is an ___.

index

Independent practice

Level 1: Start

  1. A place where you find information is a ___.
  2. An important search word is a ___.
  3. An alphabetical list at the back of a book is an ___.
  4. A tool that finds information online is a ___ engine.
  5. She interviewed an ___.

Level 2: Grow

  1. Where did she look up solar?
  2. Who did she interview?
  3. What did she record?

Level 3: Stretch

  1. Are interviews sources?
  2. Should you use keywords?
  3. Should you search with adult help?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Find and record three different types of sources for a topic.

Show a sample answer

a source list

Another one. Find two sources about one topic with a family member and record them.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can identify types of sources.
  • I can use keywords.
  • I can use an index and contents.
  • I can search safely online.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. A source is where you find ___.

2. A keyword is an important ___ word.

3. An index is an ___ list of topics.

4. A search engine finds information ___.

5. Where is an index?

6. Which is a source type?

7. Which are keywords for solar power?

8. What should you record?

9. Who can help you find sources?

10. What helps search safely?

11. What does the contents page show?

12. Why locate good sources?

Challenge 1. Which is a better keyword search?

Challenge 2. Which is a trusted source?

Your result appears here after you answer every question.

10. Key takeaways

  • Choose source types.
  • List keywords.
  • Use index or search.
  • Record the source.

11. Next lesson

Next lesson: Evaluating source usefulness. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. What is a source? Give two examples. [3 marks]
  2. What is a keyword? [1 mark]
  3. Where would you find an index? [1 mark]
  4. Why record sources? [1 mark]
  5. Explain how to locate sources. [3 marks]

Total: 9 marks.

Marking guide and model answers
  1. a place where you find information [1]; book [1]; interview or website [1]
  2. an important word used to search [1]
  3. at the back of a book [1]
  4. to credit them and find them again [1]
  5. choose source types [1]; use keywords, indexes or search tools [1]; record each source [1]

Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. A place where you find information is a ___.
  2. An important search word is a ___.
  3. An alphabetical list at the back of a book is an ___.
  4. A tool that finds information online is a ___ engine.
  5. She interviewed an ___.
  6. Where did she look up solar?
  7. Who did she interview?
  8. What did she record?
  9. Are interviews sources?
  10. Should you use keywords?

Homework

Find two sources about one topic with a family member and record them.

Answer key and marking scheme

Question Expected response Marks
1. A place where you find information is a ___. source 1
2. An important search word is a ___. keyword 1
3. An alphabetical list at the back of a book is an ___. index 1
4. A tool that finds information online is a ___ engine. search 1
5. She interviewed an ___. electrician 1
6. Where did she look up solar? the index under S 1
7. Who did she interview? an electrician 1
8. What did she record? each source 1
9. Are interviews sources? yes 1
10. Should you use keywords? yes 1
Total 10

Independent practice answers. Level 1: 1 source; 2 keyword; 3 index; 4 search; 5 electrician. Level 2: 1 the index under S; 2 an electrician; 3 each source. Level 3: 1 yes; 2 yes; 3 yes.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Identify types of sources Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Use keywords Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Use an index and contents Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Search safely online Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: identify types of sources; use keywords; use an index and contents; search safely online.

Prerequisite knowledge. Research questions.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is the key idea? Can I give my own example?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Rushing without checking. Slow down and check your work.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 5 » Writing; Grade 5 » Reading: Informational Text; Grade 5 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core W.5.8 and RI.5.7 (recall relevant information from experiences or gather relevant information from print and digital sources); Cambridge Primary English Stage 5 (finding information). These sources informed the lesson.

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