You will learn
- Find the same topic in two sources.
- Compare details.
- Judge reliability.
- Combine information.
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 both sources.
- List what each says.
- Compare details and dates.
- Decide which is more reliable.
Words to know
where information comes from
able to be trusted
up to date
an account by someone who was there
1. Discover: Two accounts of the flood
Source A (a girl who was there): The water reached our knees. We walked to the school hall, where neighbours shared food and blankets.
Source B (a report from the local council, written the same week): Flooding on 12 June affected 300 homes. The council opened two shelters and gave food to 800 people.
Think: What does each source tell us that the other does not?
2. Understand: Two views of one event
Idea 1: Kinds of source
A firsthand account comes from someone who was there. A report or book may be secondhand. Both are sources.
Idea 2: Compare
Compare what each gives: Source A shows personal experience; Source B gives numbers and dates.
Idea 3: Reliability
Ask: is it reliable and current? Who wrote it and when? Combine sources for a fuller picture.
3. Worked examples
Example 1 (I show you): A
What does Source A add?
- Personal.
Answer: what it felt like and how neighbours helped
Example 2 (We do it together): B
What does Source B add?
- Numbers.
Answer: dates and numbers: 300 homes, 800 people
Example 3 (You try): Combine
Why use both?
Show the steps and answer
- Fuller picture.
Answer: one gives experience, the other gives facts and figures
Did you know?
Historians always compare several sources because every source has limits.
Why this matters
Comparing sources gives a more complete and trustworthy picture.
4. Explore: Source compare
Compare two sources.
- Find two texts on one topic.
- List the facts from each.
- Note differences.
- Say which is more reliable and why.
Think about it: what did you notice?
You can compare sources.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Source A says ___ but source B says ___.
- Both sources ___.
- I trust ___ because ___.
- Together they show ___.
Guided practice
Question 1. Where information comes from is its ___.
source
Question 2. Able to be trusted means ___.
reliable
Question 3. Up to date means ___.
current
Independent practice
Level 1: Start
- Where information comes from is its ___.
- Able to be trusted means ___.
- Up to date means ___.
- An account by someone who was there is a ___ account.
- The flooding affected 300 ___.
Level 2: Grow
- How many people got food?
- When was the flooding?
- Where did neighbours share food?
Level 3: Stretch
- Can two sources both be useful?
- Should you check who wrote a source?
- Is one source always enough?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Compare two sources on one topic and list one similarity and one difference.
Show a sample answer
a source comparison
Another one. Find two sources on one topic and write one similarity and one difference.
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 find the same topic in two sources.
- I can compare details.
- I can judge reliability.
- I can combine information.
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 both sources.
- List what each says.
- Compare details and dates.
- Decide which is more reliable.
11. Next lesson
Next lesson: Summarising complex information. 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? [1 mark]
- What is a firsthand account? [1 mark]
- Name one thing each source adds in the flood passage. [2 marks]
- Name two questions to judge a source. [2 marks]
- Explain how to compare two sources. [3 marks]
Total: 9 marks.
Marking guide and model answers
- where information comes from [1]
- an account by someone who was there [1]
- A: personal experience [1]; B: numbers/dates [1]
- who wrote it [1]; when/is it current/reliable [1]
- read both and list what each says [1]; compare details, dates and reliability [1]; combine for a fuller picture [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 its ___.
- Able to be trusted means ___.
- Up to date means ___.
- An account by someone who was there is a ___ account.
- The flooding affected 300 ___.
- How many people got food?
- When was the flooding?
- Where did neighbours share food?
- Can two sources both be useful?
- Should you check who wrote a source?
Homework
Find two sources on one topic and write one similarity and one difference.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Where information comes from is its ___. | source | 1 |
| 2. Able to be trusted means ___. | reliable | 1 |
| 3. Up to date means ___. | current | 1 |
| 4. An account by someone who was there is a ___ account. | firsthand | 1 |
| 5. The flooding affected 300 ___. | homes | 1 |
| 6. How many people got food? | 800 | 1 |
| 7. When was the flooding? | 12 June | 1 |
| 8. Where did neighbours share food? | in the school hall | 1 |
| 9. Can two sources both be useful? | yes | 1 |
| 10. Should you check who wrote a source? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 source; 2 reliable; 3 current; 4 firsthand; 5 homes. Level 2: 1 800; 2 12 June; 3 in the school hall. 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 Find the same topic in two 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 Compare details | 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 Judge reliability | 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 Combine information | 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: find the same topic in two sources; compare details; judge reliability; combine information.
Prerequisite knowledge. Facts and opinions.
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 4 » Reading: Foundational Skills; Grade 4 » Reading: Literature; Grade 4 » 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.4.6 and RI.4.9 (compare and contrast a firsthand and secondhand account of the same event or topic; integrate information from two texts on the same topic); Cambridge Primary English Stage 4 (using sources). These sources informed the lesson.