You will learn
- Check the author.
- Check the date.
- Check purpose.
- Check relevance.
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
- Who wrote it?
- When was it written?
- Why was it written?
- Does it answer my question?
Words to know
able to be trusted
closely connected to the question
recent enough to be correct
an unfair lean toward one side
1. Discover: Two websites
Site A is written by an engineer at a university, updated this year, explains how solar panels work and lists its sources. Site B is an advert for a solar company, with no author, no date, and claims, “The best panels in the world!”
Site A is reliable, relevant and up to date. Site B shows bias because it wants to sell.
Think: Which site would you use and why?
2. Understand: Is this source any good?
Idea 1: Author and date
Check the author’s expertise and whether the source is up to date.
Idea 2: Purpose and bias
Ask why it was written. Adverts and opinions may show bias.
Idea 3: Relevance
Is it relevant to your question and reliable? Compare with other sources.
3. Worked examples
Example 1 (I show you): Reliable
Which site is more reliable?
- Think about the author.
Answer: Site A
Example 2 (We do it together): Bias
Why is Site B biased?
- Think about purpose.
Answer: it is an advert that wants to sell
Example 3 (You try): Date
Which site shows it is up to date?
Show the steps and answer
- Check the date.
Answer: Site A, updated this year
Did you know?
Checking at least two sources helps confirm that information is accurate.
Why this matters
Evaluating sources helps you avoid false or misleading information.
4. Explore: Source check
Evaluate a source.
- Choose a source.
- Ask who, when, why.
- Check relevance.
- Decide if you will use it.
Think about it: what did you notice?
You can evaluate sources.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The author is ___.
- It was written ___.
- The purpose is ___.
- I will / will not use it because ___.
Guided practice
Question 1. Able to be trusted means ___.
reliable
Question 2. Closely connected to the question means ___.
relevant
Question 3. Recent enough to be correct is up to ___.
date
Independent practice
Level 1: Start
- Able to be trusted means ___.
- Closely connected to the question means ___.
- Recent enough to be correct is up to ___.
- An unfair lean toward one side is ___.
- Site B is an ___.
Level 2: Grow
- Who wrote Site A?
- What does Site B want?
- What does Site A list?
Level 3: Stretch
- Should you check the author?
- Are adverts always unbiased?
- Should you compare sources?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Evaluate two sources on a topic using author, date and purpose.
Show a sample answer
an evaluation
Another one. Look at an advert and a news article and say which is more reliable and why.
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 check the author.
- I can check the date.
- I can check purpose.
- I can check relevance.
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
- Who wrote it?
- When was it written?
- Why was it written?
- Does it answer my question?
11. Next lesson
Next lesson: Note-taking. 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 does reliable mean? [1 mark]
- Name three things to check about a source. [3 marks]
- Why is Site B biased? [1 mark]
- Why compare sources? [1 mark]
- Explain how to evaluate a source. [3 marks]
Total: 9 marks.
Marking guide and model answers
- able to be trusted [1]
- author [1]; date [1]; purpose or relevance [1]
- it is an advert that wants to sell [1]
- to confirm accuracy [1]
- check author and date [1]; check purpose and bias [1]; check relevance and compare with others [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
- Able to be trusted means ___.
- Closely connected to the question means ___.
- Recent enough to be correct is up to ___.
- An unfair lean toward one side is ___.
- Site B is an ___.
- Who wrote Site A?
- What does Site B want?
- What does Site A list?
- Should you check the author?
- Are adverts always unbiased?
Homework
Look at an advert and a news article and say which is more reliable and why.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Able to be trusted means ___. | reliable | 1 |
| 2. Closely connected to the question means ___. | relevant | 1 |
| 3. Recent enough to be correct is up to ___. | date | 1 |
| 4. An unfair lean toward one side is ___. | bias | 1 |
| 5. Site B is an ___. | advert | 1 |
| 6. Who wrote Site A? | an engineer at a university | 1 |
| 7. What does Site B want? | to sell | 1 |
| 8. What does Site A list? | its sources | 1 |
| 9. Should you check the author? | yes | 1 |
| 10. Are adverts always unbiased? | no | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 reliable; 2 relevant; 3 date; 4 bias; 5 advert. Level 2: 1 an engineer at a university; 2 to sell; 3 its sources. 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 Check the author | 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 Check the date | 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 purpose | 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 Check relevance | 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: check the author; check the date; check purpose; check relevance.
Prerequisite knowledge. Locating sources.
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 5 » Writing; Grade 5 » Reading: Informational Text; Grade 5 » 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.5.8 and RI.5.8 (gather information; assess the credibility of sources); Cambridge Primary English Stage 5 (evaluating sources). These sources informed the lesson.