You will learn
- Name kinds of sources.
- Search with key words.
- Check if a source can be trusted.
- Keep track of sources.
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
- Sources: books, websites, experts, videos.
- Use key words to search.
- Ask who made it and when.
- Write down where you found it.
Words to know
where information comes from
an important word used in a search
can be trusted
the person who wrote it
1. Discover: The turtle search
Zainab searches for sea turtles. She uses the key words sea turtle eggs hatch. She finds a library book by a marine scientist and a website of a wildlife group. She also finds a page that says, Turtles can fly! with no author. She decides not to use it. She writes the title and author of each source she uses.
Think: Which sources can she trust?
2. Understand: Where to look
Idea 1: Kinds of sources
A source can be a book, a website, a video or an expert. Use more than one.
Idea 2: Key words
Search with key words, not whole sentences: sea turtle eggs hatch.
Idea 3: Reliable sources
A reliable source has a known author, a recent date and facts you can check. Be careful with pages that make unbelievable claims.
3. Worked examples
Example 1 (I show you): Key words
Which key words did Zainab use?
- In the search.
Answer: sea turtle eggs hatch
Example 2 (We do it together): Reliable
Which source is reliable?
- Scientist.
Answer: the library book by a marine scientist
Example 3 (You try): Not reliable
Which source is not?
Show the steps and answer
- Turtles can fly.
Answer: the page with no author that said turtles can fly
Did you know?
Librarians are trained to help people find reliable sources.
Why this matters
Reliable sources keep your research accurate.
4. Explore: Source check
Check a source.
- Find two sources.
- Note the author and date.
- Check facts in a second source.
- Decide which to trust.
Think about it: what did you notice?
You can check sources.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My key words are ___.
- My source is ___.
- It is reliable because ___.
- I wrote down ___.
Guided practice
Question 1. Where information comes from is a ___.
source
Question 2. An important search word is a ___ word.
key
Question 3. Can be trusted means ___.
reliable
Independent practice
Level 1: Start
- Where information comes from is a ___.
- An important search word is a ___ word.
- Can be trusted means ___.
- The person who wrote it is the ___.
- Zainab uses a library ___.
Level 2: Grow
- Name a kind of source.
- Write key words for hatching turtles.
- Why is a page with no author risky?
Level 3: Stretch
- Should you use several sources?
- Is every website reliable?
- Should you write down sources?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Find two reliable sources on a topic and note their authors.
Show a sample answer
two sources
Another one. Find two sources about a topic and decide which is more reliable.
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 name kinds of sources.
- I can search with key words.
- I can check if a source can be trusted.
- I can keep track of sources.
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
- Sources: books, websites, experts, videos.
- Use key words to search.
- Ask who made it and when.
- Write down where you found it.
11. Next lesson
Next lesson: Reference materials. 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 is a source? Give two kinds. [3 marks]
- What are key words? [1 mark]
- Why is a page with no author risky? [1 mark]
- Why write down sources? [1 mark]
- Explain how to find reliable information. [3 marks]
Total: 9 marks.
Marking guide and model answers
- where information comes from [1]; book [1]; website/expert [1]
- important words used in a search [1]
- we cannot check it [1]
- to keep track and give credit [1]
- search with key words [1]; use several sources [1]; check author and facts [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
- Where information comes from is a ___.
- An important search word is a ___ word.
- Can be trusted means ___.
- The person who wrote it is the ___.
- Zainab uses a library ___.
- Name a kind of source.
- Write key words for hatching turtles.
- Why is a page with no author risky?
- Should you use several sources?
- Is every website reliable?
Homework
Find two sources about a topic and decide which is more reliable.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Where information comes from is a ___. | source | 1 |
| 2. An important search word is a ___ word. | key | 1 |
| 3. Can be trusted means ___. | reliable | 1 |
| 4. The person who wrote it is the ___. | author | 1 |
| 5. Zainab uses a library ___. | book | 1 |
| 6. Name a kind of source. | a book | 1 |
| 7. Write key words for hatching turtles. | sea turtle eggs hatch | 1 |
| 8. Why is a page with no author risky? | we cannot check who wrote it | 1 |
| 9. Should you use several sources? | yes | 1 |
| 10. Is every website reliable? | no | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 source; 2 key; 3 reliable; 4 author; 5 book. Level 2: 1 a book; 2 sea turtle eggs hatch; 3 we cannot check who wrote it. Level 3: 1 yes; 2 no; 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 Name kinds 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 Search with key words | 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 Check if a source can be trusted | 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 Keep track 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 |
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: name kinds of sources; search with key words; check if a source can be trusted; keep track of sources.
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 3 » Writing; Grade 3 » Reading: Informational Text; Grade 3 » 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.3.8 (recall information from experiences or gather information from print and digital sources) and RI.3.5; Cambridge Primary English Stage 3 (research skills); basic media and information literacy. These sources informed the lesson.