You will learn
- Say what evidence is.
- Find evidence in a text.
- Quote or paraphrase accurately.
- Link evidence to a claim.
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
- Make a claim.
- Find proof in the text.
- Quote or retell it accurately.
- Say how it supports your claim.
Words to know
proof from the text
a statement you say is true
the exact words from the text
to say it in your own words
1. Discover: The honest finder
Tolu found a purse on the road. Inside were coins and a card with a name. This belongs to someone, he said. He walked to the shop and gave the purse to the owner, Mrs. Eze. Thank you, she said. Few people are so honest.
Think: Is Tolu honest? How do you know?
2. Understand: Prove it with the text
Idea 1: Claim and evidence
A claim is what you say: Tolu is honest. Evidence is the proof in the text.
Idea 2: Quote
A quote uses exact words in marks: Tolu said, “This belongs to someone.”
Idea 3: Paraphrase
To paraphrase, use your own words: Tolu returned the purse to its owner. Then explain how it proves the claim.
3. Worked examples
Example 1 (I show you): Claim
What is the claim?
- What do we say about Tolu?
Answer: Tolu is honest
Example 2 (We do it together): Evidence
Find evidence.
- What did he do with the purse?
Answer: he gave the purse back to Mrs. Eze
Example 3 (You try): Quote
Quote a sentence that shows honesty.
Show the steps and answer
- Use his words.
Answer: This belongs to someone
Did you know?
Lawyers and scientists use evidence to prove their ideas.
Why this matters
Evidence makes answers strong and trusted.
4. Explore: Evidence chain
Use evidence in an answer.
- Make a claim.
- Find a sentence.
- Quote or paraphrase it.
- Explain.
Think about it: what did you notice?
You can use evidence.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I think ___ because ___.
- The text says “___”.
- This shows ___.
- Another proof is ___.
Guided practice
Question 1. Proof from the text is ___.
evidence
Question 2. A statement you say is true is a ___.
claim
Question 3. The exact words from the text are a ___.
quote
Independent practice
Level 1: Start
- Proof from the text is ___.
- A statement you say is true is a ___.
- The exact words from the text are a ___.
- To say it in your own words is to ___.
- Tolu found a ___ on the road.
Level 2: Grow
- Who owned the purse?
- What was inside?
- What did Mrs. Eze say?
Level 3: Stretch
- Is a quote exact words?
- Do we explain evidence?
- Is paraphrase your own words?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Answer a question about a story and give evidence.
Show a sample answer
an answer with evidence
Another one. Answer a question about a story and give one piece of evidence.
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 say what evidence is.
- I can find evidence in a text.
- I can quote or paraphrase accurately.
- I can link evidence to a claim.
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
- Make a claim.
- Find proof in the text.
- Quote or retell it accurately.
- Say how it supports your claim.
11. Next lesson
Next lesson: Comparing characters. 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 claim? [1 mark]
- Quote one sentence showing Tolu is honest. [1 mark]
- Paraphrase how Tolu showed honesty. [2 marks]
- Explain how to use evidence in an answer. [3 marks]
Total: 8 marks.
Marking guide and model answers
- proof from the text [1]
- a statement you say is true [1]
- “This belongs to someone.” [1]
- returned the purse [1]; to its owner [1]
- make a claim [1]; find and quote/paraphrase proof [1]; explain how it supports the claim [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
- Proof from the text is ___.
- A statement you say is true is a ___.
- The exact words from the text are a ___.
- To say it in your own words is to ___.
- Tolu found a ___ on the road.
- Who owned the purse?
- What was inside?
- What did Mrs. Eze say?
- Is a quote exact words?
- Do we explain evidence?
Homework
Answer a question about a story and give one piece of evidence.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Proof from the text is ___. | evidence | 1 |
| 2. A statement you say is true is a ___. | claim | 1 |
| 3. The exact words from the text are a ___. | quote | 1 |
| 4. To say it in your own words is to ___. | paraphrase | 1 |
| 5. Tolu found a ___ on the road. | purse | 1 |
| 6. Who owned the purse? | Mrs. Eze | 1 |
| 7. What was inside? | coins and a card | 1 |
| 8. What did Mrs. Eze say? | Few people are so honest | 1 |
| 9. Is a quote exact words? | yes | 1 |
| 10. Do we explain evidence? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 evidence; 2 claim; 3 quote; 4 paraphrase; 5 purse. Level 2: 1 Mrs. Eze; 2 coins and a card; 3 Few people are so honest. 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 Say what evidence is | 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 Find evidence in a text | 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 Quote or paraphrase accurately | 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 Link evidence to a claim | 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: say what evidence is; find evidence in a text; quote or paraphrase accurately; link evidence to a claim.
Prerequisite knowledge. Making inferences.
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 3 » Reading: Foundational Skills; Grade 3 » Reading: Literature; Grade 3 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.3.1 (refer explicitly to the text as the basis for answers) and W.3.9; Cambridge Primary English Stage 3 (reading literature). These sources informed the lesson.