You will learn
- Understand the original.
- Change words and structure.
- Keep the meaning.
- Cite 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
- Read and understand.
- Close the source.
- Write in your own words.
- Compare and cite.
Words to know
to restate in your own words
the source text
what a text says and intends
to name the source
1. Discover: Two versions
Original: “Solar panels contain cells that convert sunlight directly into electricity.”
Poor paraphrase (too close): Solar panels have cells that convert sunlight directly into electricity. Good paraphrase: Cells inside solar panels change light from the sun into power we can use. (Source: Science Today).
The good version changes the words and sentence order but keeps the meaning, and it cites the source.
Think: Why is the first version too close?
2. Understand: Same meaning, new words
Idea 1: Understand first
Read the original until you understand it. Then close the source.
Idea 2: New words and structure
Write in your own words and change the sentence structure, not just a few words. Keep the meaning exact.
Idea 3: Cite
A paraphrase still needs a citation. Cite the source.
3. Worked examples
Example 1 (I show you): Close
Why is the first version poor?
- Too close.
Answer: it copies most of the original words and structure
Example 2 (We do it together): Good
What changed in the good version?
- Words and order.
Answer: the words and sentence structure changed but the meaning stayed
Example 3 (You try): Cite
What must you add?
Show the steps and answer
- Source.
Answer: a citation naming the source
Did you know?
Paraphrasing is different from summarising: it keeps all the ideas, only in new words.
Why this matters
Paraphrasing shows you understand and avoids copying.
4. Explore: In my words
Paraphrase a sentence.
- Read a sentence.
- Close the book.
- Write it in your own words.
- Check the meaning and cite.
Think about it: what did you notice?
You can paraphrase.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- In other words, ___.
- The source says that ___.
- According to ___, ___.
- To put it simply, ___.
Guided practice
Question 1. To restate in your own words is to ___.
paraphrase
Question 2. The source text is the ___.
original
Question 3. What a text says and intends is its ___.
meaning
Independent practice
Level 1: Start
- To restate in your own words is to ___.
- The source text is the ___.
- What a text says and intends is its ___.
- To name the source is to ___.
- Cells change sunlight into ___.
Level 2: Grow
- Where do the cells sit?
- What do they change?
- What is the source?
Level 3: Stretch
- Should paraphrase keep the meaning?
- Should it copy the original?
- Should you cite?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Paraphrase two sentences from a text and cite the source.
Show a sample answer
two paraphrases
Another one. Paraphrase one sentence from a book to a family member.
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 understand the original.
- I can change words and structure.
- I can keep the meaning.
- I can cite 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
- Read and understand.
- Close the source.
- Write in your own words.
- Compare and cite.
11. Next lesson
Next lesson: Avoiding plagiarism. 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 paraphrase mean? [1 mark]
- Paraphrase: Solar panels contain cells that convert sunlight into electricity. [2 marks]
- Why must you cite a paraphrase? [1 mark]
- What is the difference between paraphrasing and summarising? [1 mark]
- Explain how to paraphrase. [3 marks]
Total: 8 marks.
Marking guide and model answers
- to restate in your own words [1]
- new words and structure [1]; same meaning [1]
- the ideas come from a source [1]
- paraphrase keeps all ideas; summary shortens to main points [1]
- understand the original [1]; rewrite in your own words and structure [1]; keep the meaning and cite [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- To restate in your own words is to ___.
- The source text is the ___.
- What a text says and intends is its ___.
- To name the source is to ___.
- Cells change sunlight into ___.
- Where do the cells sit?
- What do they change?
- What is the source?
- Should paraphrase keep the meaning?
- Should it copy the original?
Homework
Paraphrase one sentence from a book to a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To restate in your own words is to ___. | paraphrase | 1 |
| 2. The source text is the ___. | original | 1 |
| 3. What a text says and intends is its ___. | meaning | 1 |
| 4. To name the source is to ___. | cite | 1 |
| 5. Cells change sunlight into ___. | electricity | 1 |
| 6. Where do the cells sit? | inside solar panels | 1 |
| 7. What do they change? | light from the sun | 1 |
| 8. What is the source? | Science Today | 1 |
| 9. Should paraphrase keep the meaning? | yes | 1 |
| 10. Should it copy the original? | no | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 paraphrase; 2 original; 3 meaning; 4 cite; 5 electricity. Level 2: 1 inside solar panels; 2 light from the sun; 3 Science Today. 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 Understand the original | 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 Change words and structure | 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 Keep the meaning | 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 Cite 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: understand the original; change words and structure; keep the meaning; cite the source.
Prerequisite knowledge. Note-taking.
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 8-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 (summarize or paraphrase information in notes and finished work, and provide a list of sources); Cambridge Primary English Stage 5 (using information). These sources informed the lesson.