You will learn
- Plan from sources.
- Organise findings.
- Cite sources.
- Write and revise.
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
- Question.
- Gather and note.
- Organise.
- Write, cite and revise.
Words to know
writing that uses evidence from sources
combining information from several sources
a note crediting a source
improving ideas, structure and language
1. Discover: Do mobile phones help learning?
Biola asks: Do mobile phones help learning? She finds three sources: a survey, an education article and an interview with a teacher. Her notes sort evidence into Benefits and Concerns. She uses synthesis: sources agree phones help research but can distract.
Her research-based writing: introduction with thesis (phones help learning when used with rules), body paragraphs with citations (e.g. “according to the survey”), a counterargument, a conclusion and a reference list. She does a revision for clarity.
Think: How do research and writing skills work together?
2. Understand: Research meets writing
Idea 1: Plan
Start with a question, gather sources and sort notes.
Idea 2: Synthesis
Use synthesis to combine sources into an argument.
Idea 3: Write and revise
Write with citations, then revise.
3. Worked examples
Example 1 (I show you): Question
What was the question?
- Do phones help learning?
Answer: do mobile phones help learning
Example 2 (We do it together): Thesis
What is the thesis?
- Phones help with rules.
Answer: phones help learning when used with rules
Example 3 (You try): Citation
Give a citation phrase.
Show the steps and answer
- According to the survey.
Answer: according to the survey
Did you know?
Strong research-based essays weave sources together rather than listing them one by one.
Why this matters
This is the core skill of secondary school coursework.
4. Explore: Research essay
Write from sources.
- Gather three sources.
- Sort notes.
- Draft with citations.
- Revise.
Think about it: what did you notice?
You can write from research.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My question is ___.
- According to ___, ___.
- Together the sources suggest ___.
- In conclusion ___.
Guided practice
Question 1. Writing using evidence from sources is research-___ writing.
based
Question 2. Combining several sources is ___.
synthesis
Question 3. A note crediting a source is a ___.
citation
Independent practice
Level 1: Start
- Writing using evidence from sources is research-___ writing.
- Combining several sources is ___.
- A note crediting a source is a ___.
- Improving ideas and language is ___.
- Biola found ___ sources.
Level 2: Grow
- What do sources agree phones help with?
- What concern did they note?
- What did she end with?
Level 3: Stretch
- Should she cite sources?
- Should she revise?
- Should she combine sources?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a short research-based piece with three cited sources.
Show a sample answer
a research piece
Another one. Tell a family member how you combined sources to answer your question.
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 plan from sources.
- I can organise findings.
- I can cite sources.
- I can write and revise.
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
- Question.
- Gather and note.
- Organise.
- Write, cite and revise.
11. Next lesson
Next lesson: Formal presentations. 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.
- Define research-based writing. [1 mark]
- What is synthesis? [1 mark]
- Name four parts of the piece. [4 marks]
- Why revise? [1 mark]
- Explain how to write from research. [3 marks]
Total: 10 marks.
Marking guide and model answers
- writing that uses evidence from sources [1]
- combining information from several sources [1]
- introduction with thesis [1]; body with citations [1]; counterargument and conclusion [1]; reference list [1]
- to improve clarity and strength [1]
- ask a question and gather sources [1]; organise and synthesise [1]; write with citations and revise [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Writing using evidence from sources is research-___ writing.
- Combining several sources is ___.
- A note crediting a source is a ___.
- Improving ideas and language is ___.
- Biola found ___ sources.
- What do sources agree phones help with?
- What concern did they note?
- What did she end with?
- Should she cite sources?
- Should she revise?
Homework
Tell a family member how you combined sources to answer your question.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Writing using evidence from sources is research-___ writing. | based | 1 |
| 2. Combining several sources is ___. | synthesis | 1 |
| 3. A note crediting a source is a ___. | citation | 1 |
| 4. Improving ideas and language is ___. | revision | 1 |
| 5. Biola found ___ sources. | three | 1 |
| 6. What do sources agree phones help with? | research | 1 |
| 7. What concern did they note? | distraction | 1 |
| 8. What did she end with? | a reference list | 1 |
| 9. Should she cite sources? | yes | 1 |
| 10. Should she revise? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 based; 2 synthesis; 3 citation; 4 revision; 5 three. Level 2: 1 research; 2 distraction; 3 a reference list. 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 Plan from 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 Organise findings | 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 Cite 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 |
| O4 Write and revise | 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: plan from sources; organise findings; cite sources; write and revise.
Prerequisite knowledge. Literary analysis.
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 10-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.
Research used to shape this lesson. Common Core W.6.7, W.6.8 and W.6.9b (research to build knowledge); Cambridge Primary English Stage 6 (research writing). These sources informed the lesson.