You will learn
- Read multiple sources.
- Find connections.
- Resolve differences.
- Write a synthesis.
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
- Read each source.
- Note key ideas.
- Find links and conflicts.
- Combine into one account.
Words to know
to combine information from several sources
where information comes from
to confirm with another source
information missing from the sources
1. Discover: Three sources on school gardens
Source 1 (a teacher): A garden helps pupils learn about plants. Source 2 (a survey): 80% of pupils enjoyed gardening lessons. Source 3 (a report): Gardens need regular watering, which needs a water supply.
To synthesise: school gardens improve learning and enjoyment, but need regular water. Sources 1 and 2 corroborate the benefits. A gap: no source gives costs.
Think: How do the sources fit together?
2. Understand: Many sources, one understanding
Idea 1: Synthesis
To synthesise is to combine ideas from several sources into a new understanding.
Idea 2: Corroborate
When sources agree, they corroborate each other.
Idea 3: Gaps
Notice gaps and disagreements, and say what more you need.
3. Worked examples
Example 1 (I show you): Combine
What is the synthesis?
- Gardens help but need water.
Answer: school gardens improve learning and enjoyment but need regular water
Example 2 (We do it together): Corroborate
Which sources agree?
- 1 and 2.
Answer: sources 1 and 2 on benefits
Example 3 (You try): Gap
What is the gap?
Show the steps and answer
- Costs.
Answer: no source gives costs
Did you know?
Researchers synthesise dozens of studies to reach a reliable conclusion.
Why this matters
Synthesis is a key research skill for secondary school.
4. Explore: Combine sources
Write a synthesis.
- Choose three sources.
- Note key ideas.
- Find links.
- Write a short paragraph.
Think about it: what did you notice?
You can synthesise.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Source 1 says ___.
- Source 2 says ___.
- Together they show ___.
- A gap is ___.
Guided practice
Question 1. To combine information from sources is to ___.
synthesise
Question 2. Where information comes from is a ___.
source
Question 3. To confirm with another source is to ___.
corroborate
Independent practice
Level 1: Start
- To combine information from sources is to ___.
- Where information comes from is a ___.
- To confirm with another source is to ___.
- Missing information is a ___.
- Gardens need regular ___.
Level 2: Grow
- What percent enjoyed gardening?
- What do gardens need?
- What is missing?
Level 3: Stretch
- Can sources agree?
- Should you note gaps?
- Is synthesis copying one source?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a short synthesis of two sources on one topic.
Show a sample answer
a synthesis
Another one. Collect two opinions from family members on one topic and combine them into one summary.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can read multiple sources.
- I can find connections.
- I can resolve differences.
- I can write a synthesis.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Read each source.
- Note key ideas.
- Find links and conflicts.
- Combine into one account.
11. Next lesson
Next lesson: Evaluating conclusions. 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.
- What does synthesise mean? [1 mark]
- What does corroborate mean? [1 mark]
- State a synthesis of the three sources. [2 marks]
- What is a gap? Give one. [2 marks]
- Explain how to synthesise. [3 marks]
Total: 9 marks.
Marking guide and model answers
- combine information from several sources [1]
- confirm with another source [1]
- gardens improve learning and enjoyment [1]; they need regular water [1]
- missing information [1]; costs [1]
- read each source [1]; find links and differences [1]; combine into one account [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
- To combine information from sources is to ___.
- Where information comes from is a ___.
- To confirm with another source is to ___.
- Missing information is a ___.
- Gardens need regular ___.
- What percent enjoyed gardening?
- What do gardens need?
- What is missing?
- Can sources agree?
- Should you note gaps?
Homework
Collect two opinions from family members on one topic and combine them into one summary.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To combine information from sources is to ___. | synthesise | 1 |
| 2. Where information comes from is a ___. | source | 1 |
| 3. To confirm with another source is to ___. | corroborate | 1 |
| 4. Missing information is a ___. | gap | 1 |
| 5. Gardens need regular ___. | watering | 1 |
| 6. What percent enjoyed gardening? | 80% | 1 |
| 7. What do gardens need? | a water supply | 1 |
| 8. What is missing? | costs | 1 |
| 9. Can sources agree? | yes | 1 |
| 10. Should you note gaps? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 synthesise; 2 source; 3 corroborate; 4 gap; 5 watering. Level 2: 1 80%; 2 a water supply; 3 costs. Level 3: 1 yes; 2 yes; 3 no.
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 Read multiple 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 Find connections | 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 Resolve differences | 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 Write a synthesis | 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
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- 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: read multiple sources; find connections; resolve differences; write a synthesis.
Prerequisite knowledge. Comparing arguments.
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 6 » Reading: Literature; Grade 6 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RI.6.7 and RI.6.9 (integrate information presented in different media or formats; compare and contrast one author’s presentation); Cambridge Primary English Stage 6 (using several sources). These sources informed the lesson.