You will learn
- Write from an outline.
- Write sections in own words.
- Cite sources.
- Add a sources list.
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
- Use your outline.
- Write each section in own words.
- Add an introduction and conclusion.
- List your sources.
Words to know
a report based on information from sources
to name where information came from
a list of sources at the end
to say in your own words
1. Discover: Zainab’s report
Sea Turtles
Introduction. Sea turtles are ancient reptiles that travel across oceans. This report explains their life cycle and the dangers they face.
Life cycle. According to Ocean Reptiles (p. 38), females lay about a hundred eggs on beaches at night. After about two months, the hatchlings crawl to the sea.
Dangers. Nets and plastic harm many turtles.
Conclusion. Sea turtles need our protection.
Sources: Ocean Reptiles, p. 38; Animal Atlas, p. 12.
Think: How does she show her sources?
2. Understand: Turning research into a report
Idea 1: Structure
A research report has a title, introduction, sections under headings, a conclusion and a bibliography.
Idea 2: Own words
Paraphrase your notes. When you use a specific fact, cite the source: according to Ocean Reptiles (p. 38).
Idea 3: Sources list
List every source at the end with title and page.
3. Worked examples
Example 1 (I show you): Cite
How does Zainab cite?
- According to.
Answer: According to Ocean Reptiles (p. 38)
Example 2 (We do it together): Sources
What is in her sources list?
- End.
Answer: Ocean Reptiles p. 38; Animal Atlas p. 12
Example 3 (You try): Conclusion
What does the conclusion say?
Show the steps and answer
- Sums up.
Answer: sea turtles need our protection
Did you know?
Real research reports often have dozens of sources listed at the end.
Why this matters
Reports share your findings and show your sources.
4. Explore: Report it
Write a research report.
- Use your outline.
- Write each section.
- Cite two facts.
- List sources.
Think about it: what did you notice?
You can write a research report.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- This report explains ___.
- According to ___, ___.
- In conclusion, ___.
- Sources: ___.
Guided practice
Question 1. A report based on sources is a ___ report.
research
Question 2. To name where information came from is to ___.
cite
Question 3. A list of sources at the end is a ___.
bibliography
Independent practice
Level 1: Start
- A report based on sources is a ___ report.
- To name where information came from is to ___.
- A list of sources at the end is a ___.
- To say in your own words is to ___.
- Sea turtles are ancient ___.
Level 2: Grow
- How many eggs do females lay?
- How long do they take to hatch?
- What harms turtles?
Level 3: Stretch
- Should you list sources?
- Should you paraphrase?
- Should you copy text as your own?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a four-section research report with a bibliography.
Show a sample answer
a research report
Another one. Write a short research report of three paragraphs with a sources list.
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 write from an outline.
- I can write sections in own words.
- I can cite sources.
- I can add a sources list.
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
- Use your outline.
- Write each section in own words.
- Add an introduction and conclusion.
- List your sources.
11. Next lesson
Next lesson: Media messages. 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 research report? [1 mark]
- What does cite mean? [1 mark]
- What is a bibliography? [1 mark]
- Name three parts of a report. [3 marks]
- Explain how to write a research report. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a report based on information from sources [1]
- name where information came from [1]
- a list of sources at the end [1]
- introduction [1]; sections with headings [1]; conclusion/sources [1]
- use your outline [1]; paraphrase notes and cite sources [1]; add introduction, conclusion and sources list [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
- A report based on sources is a ___ report.
- To name where information came from is to ___.
- A list of sources at the end is a ___.
- To say in your own words is to ___.
- Sea turtles are ancient ___.
- How many eggs do females lay?
- How long do they take to hatch?
- What harms turtles?
- Should you list sources?
- Should you paraphrase?
Homework
Write a short research report of three paragraphs with a sources list.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A report based on sources is a ___ report. | research | 1 |
| 2. To name where information came from is to ___. | cite | 1 |
| 3. A list of sources at the end is a ___. | bibliography | 1 |
| 4. To say in your own words is to ___. | paraphrase | 1 |
| 5. Sea turtles are ancient ___. | reptiles | 1 |
| 6. How many eggs do females lay? | about a hundred | 1 |
| 7. How long do they take to hatch? | about two months | 1 |
| 8. What harms turtles? | nets and plastic | 1 |
| 9. Should you list sources? | yes | 1 |
| 10. Should you paraphrase? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 research; 2 cite; 3 bibliography; 4 paraphrase; 5 reptiles. Level 2: 1 about a hundred; 2 about two months; 3 nets and plastic. 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 Write from an outline | 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 Write sections in own 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 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 Add a sources list | 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: write from an outline; write sections in own words; cite sources; add a sources list.
Prerequisite knowledge. Source reliability.
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 » Writing; Grade 4 » Reading: Informational Text; Grade 4 » 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.4.2 and W.4.7; Cambridge Primary English Stage 4 (research writing). These sources informed the lesson.