You will learn
- Choose strong evidence.
- Quote a source.
- Paraphrase a source.
- Name the source.
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
- State your point.
- Choose evidence.
- Quote or paraphrase.
- Explain how it supports your point.
Words to know
facts or details that support a point
exact words from a source
your own words for an idea from a source
where the information comes from
1. Discover: Using a source
Ola writes: Bees are essential to farming. According to Farm Science Book, “more than three-quarters of the world’s main food crops benefit from animal pollination.” In other words, many of the foods we eat depend on insects like bees.
Think: Which part is the quotation and which is the paraphrase?
2. Understand: Proof for your points
Idea 1: Evidence
Evidence proves a point: facts, numbers, examples and expert words.
Idea 2: Quote or paraphrase
A quotation uses exact words in quotation marks. A paraphrase uses your own words. Both need a source.
Idea 3: Explain
After the evidence, explain how it supports your point: In other words, many foods depend on bees.
3. Worked examples
Example 1 (I show you): Quote
Find the quotation.
- In marks.
Answer: more than three-quarters of the world’s main food crops benefit from animal pollination
Example 2 (We do it together): Paraphrase
Find the paraphrase.
- Own words.
Answer: many of the foods we eat depend on insects like bees
Example 3 (You try): Source
Name the source.
Show the steps and answer
- According to.
Answer: Farm Science Book
Did you know?
Researchers must always credit their sources so others can check their facts.
Why this matters
Evidence makes your writing convincing and honest.
4. Explore: Back it up
Use evidence.
- Write a point.
- Find a fact in a book.
- Quote or paraphrase it.
- Name the source.
Think about it: what did you notice?
You can support your writing.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- According to ___, “___.”
- In other words, ___.
- This shows that ___.
- The source says ___.
Guided practice
Question 1. Facts that support a point are ___.
evidence
Question 2. Exact words from a source are a ___.
quotation
Question 3. Your own words for an idea from a source are a ___.
paraphrase
Independent practice
Level 1: Start
- Facts that support a point are ___.
- Exact words from a source are a ___.
- Your own words for an idea from a source are a ___.
- Where the information comes from is the ___.
- Bees are essential to ___.
Level 2: Grow
- What is the source?
- What did the quotation say about crops?
- What phrase begins the paraphrase?
Level 3: Stretch
- Should you name your source?
- Are quotations in quotation marks?
- Should you explain the evidence?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a point and support it with a quotation, a paraphrase and a source.
Show a sample answer
an evidence paragraph
Another one. Find a fact in a book and write it with the source.
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 choose strong evidence.
- I can quote a source.
- I can paraphrase a source.
- I can name the source.
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
- State your point.
- Choose evidence.
- Quote or paraphrase.
- Explain how it supports your point.
11. Next lesson
Next lesson: Informational reports. 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 evidence? [1 mark]
- What is a quotation? [1 mark]
- What is a paraphrase? [1 mark]
- Why name your source? [1 mark]
- Explain how to use evidence in writing. [3 marks]
Total: 7 marks.
Marking guide and model answers
- facts/details that support a point [1]
- exact words from a source in quotation marks [1]
- your own words for an idea from a source [1]
- so readers can check and trust it [1]
- state your point [1]; add quoted or paraphrased evidence with the source [1]; explain how it supports the point [1]
Score guide: 6 to 7 = secure. 5 to 5 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Facts that support a point are ___.
- Exact words from a source are a ___.
- Your own words for an idea from a source are a ___.
- Where the information comes from is the ___.
- Bees are essential to ___.
- What is the source?
- What did the quotation say about crops?
- What phrase begins the paraphrase?
- Should you name your source?
- Are quotations in quotation marks?
Homework
Find a fact in a book and write it with the source.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Facts that support a point are ___. | evidence | 1 |
| 2. Exact words from a source are a ___. | quotation | 1 |
| 3. Your own words for an idea from a source are a ___. | paraphrase | 1 |
| 4. Where the information comes from is the ___. | source | 1 |
| 5. Bees are essential to ___. | farming | 1 |
| 6. What is the source? | Farm Science Book | 1 |
| 7. What did the quotation say about crops? | most benefit from animal pollination | 1 |
| 8. What phrase begins the paraphrase? | In other words | 1 |
| 9. Should you name your source? | yes | 1 |
| 10. Are quotations in quotation marks? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 evidence; 2 quotation; 3 paraphrase; 4 source; 5 farming. Level 2: 1 Farm Science Book; 2 most benefit from animal pollination; 3 In other words. 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 Choose strong evidence | 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 Quote a source | 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 Paraphrase a source | 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 Name the source | 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: choose strong evidence; quote a source; paraphrase a source; name the source.
Prerequisite knowledge. Topic development.
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 7-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 » Writing; Grade 4 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.4.2b, W.4.8 and W.4.9 (recall relevant information from experiences or gather relevant information from print and digital sources; draw evidence from literary or informational texts); Cambridge Primary English Stage 4 (using sources). These sources informed the lesson.