Research & Source Evaluation

EnglishWriting CompositionAges 11–14

Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail

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Teaching Table

Set out your lesson

Use multiple supplied sources to make organised notes and a short evidence-based answer. Judge each source for the specific question, paraphrase accurately and keep source labels.

Activity

Ask the learner to paraphrase 'The desk opens after the morning meeting' without changing its time. Then ask whether 'The desk is always helpful' is a fact about opening time. Expected: a meaning-preserving rewording, and no. If they copy word for word, model a paraphrase of a separate sentence: 'The room has two doors' becomes 'There are two entrances to the room.' If they remove the condition after, revisit accurate summarising. Use the earlier informational-writing lesson if headings and an introduction are still difficult.

Policy

Check readiness directly. Prerequisite availability is not attainment.

Use paper and a pencil. All source text and task facts are supplied. Start with the readiness check, then Show, Guided and Try. There is no speed or word-count target. Read the active sheet on screen and write on plain paper. No printer, cutting, purchase or internet is needed. The adult may read instructions or source text without supplying corrections or interpretations. Record read-aloud help, prompts, spelling help and scribing. Oral explanations can show reasoning; dictation and adult scribing do not show independent written composition or handwriting. Pause or split the lesson as needed. Adult-only: keep scripts and keys away from learner pages. Share only the current Show model. Put Show and Guided work aside before Try. Keep the fresh task facts and passages available; this is not a memory test. Give no target correction, classification, phrase or interpretation during the first attempt. If help is needed, give it and record the work as supported. Use only the supplied fictional situations. No real names, personal stories, online contact, uploads, public sharing or physical experiments are needed.

Record the actual response and assistance. These tasks do not establish mastery.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.

Teaching limits and safe use

These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

All source cards, authors, events and observations are fictional practice materials. No real citation or measured outcome is claimed. The lesson does not teach full online verification, copyright analysis or research across a large evidence base.

Record the actual response and assistance. These tasks do not establish mastery.

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Use multiple supplied sources to make organised notes and a short evidence-based answer. Judge each source for the specific question, paraphrase accurately and keep source labels.

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Learning resources

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Check understanding

Take notes from multiple sources on a topic and organise them under logical headings
Paraphrase information from a source accurately without copying word-for-word
Assess whether a source is credible and relevant before including it in research writing

“If your child is preparing for a school project, can they gather notes from several sources and organise them into a logical order before they start writing?”

Curriculum record

Type: Procedural
Subject: English
Domain: Writing Composition
Age range: Ages 11–14

Standards

ccss-ela:W.6.7ccss-ela:W.6.8ccss-ela:W.7.7ccss-ela:W.7.8ccss-ela:W.8.7ccss-ela:W.8.8uk-nc-2013:KS3-ENG-W-1b