You will learn
- State an opinion.
- Give a reason.
- Add an example.
- Use linking words.
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
- State your opinion.
- Give a reason: because…
- Add an example or fact.
- Link with because, also, for example.
Words to know
why you hold an opinion
a word that introduces a reason
facts or examples that support a reason
to convince someone
1. Discover: Should school start later?
Tolu writes: I think school should start at nine o’clock because children learn better when they have enough sleep. For example, when I sleep well, I remember my lessons easily. Also, tired children arrive late and miss the first lesson.
Think: What is the opinion? What are the reasons?
2. Understand: Opinion plus reasons
Idea 1: Opinion and reason
First state your opinion. Then give a reason with because: children learn better when they sleep.
Idea 2: Evidence
Add evidence: an example or fact. For example, when I sleep well, I remember my lessons.
Idea 3: Linking words
Use because, also, for example, another reason to link ideas. Good reasons help persuade the reader.
3. Worked examples
Example 1 (I show you): Opinion
What is Tolu’s opinion?
- I think…
Answer: school should start at nine o’clock
Example 2 (We do it together): Reason
What is one reason?
- because…
Answer: children learn better when they have enough sleep
Example 3 (You try): Evidence
What example is given?
Show the steps and answer
- For example…
Answer: when I sleep well, I remember my lessons easily
Did you know?
Strong writers give at least two reasons for an opinion.
Why this matters
Reasons make your opinion believable and persuasive.
4. Explore: OREO chart
Plan an opinion paragraph.
- Write the Opinion.
- Write Reasons.
- Add Examples.
- Restate the Opinion.
Think about it: what did you notice?
You can support an opinion.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I think ___ because ___.
- For example, ___.
- Another reason is ___.
- This shows ___.
Guided practice
Question 1. Why you hold an opinion is your ___.
reason
Question 2. A word that introduces a reason is ___.
because
Question 3. Facts or examples that support a reason are ___.
evidence
Independent practice
Level 1: Start
- Why you hold an opinion is your ___.
- A word that introduces a reason is ___.
- Facts or examples that support a reason are ___.
- To convince someone is to ___.
- Tolu thinks school should start at ___ o’clock.
Level 2: Grow
- Write a reason for reading daily.
- Write an example for sleep.
- Name a linking word.
Level 3: Stretch
- Do reasons support opinions?
- Is for example a linking phrase?
- Do we need evidence?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write an opinion paragraph with two reasons and an example.
Show a sample answer
a paragraph
Another one. Write an opinion paragraph about a school rule with two reasons.
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 state an opinion.
- I can give a reason.
- I can add an example.
- I can use linking words.
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
- State your opinion.
- Give a reason: because…
- Add an example or fact.
- Link with because, also, for example.
11. Next lesson
Next lesson: Conclusions. 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 reason? [1 mark]
- Write an opinion with a reason using because. [2 marks]
- Add an example to your reason. [1 mark]
- Name two linking words for opinions. [2 marks]
- Explain how to support an opinion. [3 marks]
Total: 9 marks.
Marking guide and model answers
- why you hold an opinion [1]
- opinion [1]; reason with because [1]
- relevant example [1]
- because [1]; also/for example [1]
- state the opinion [1]; give reasons [1]; add examples with linking words [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
- Why you hold an opinion is your ___.
- A word that introduces a reason is ___.
- Facts or examples that support a reason are ___.
- To convince someone is to ___.
- Tolu thinks school should start at ___ o’clock.
- Write a reason for reading daily.
- Write an example for sleep.
- Name a linking word.
- Do reasons support opinions?
- Is for example a linking phrase?
Homework
Write an opinion paragraph about a school rule with two reasons.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Why you hold an opinion is your ___. | reason | 1 |
| 2. A word that introduces a reason is ___. | because | 1 |
| 3. Facts or examples that support a reason are ___. | evidence | 1 |
| 4. To convince someone is to ___. | persuade | 1 |
| 5. Tolu thinks school should start at ___ o’clock. | nine | 1 |
| 6. Write a reason for reading daily. | because it helps us learn | 1 |
| 7. Write an example for sleep. | For example, I feel fresh after sleep. | 1 |
| 8. Name a linking word. | also | 1 |
| 9. Do reasons support opinions? | yes | 1 |
| 10. Is for example a linking phrase? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 reason; 2 because; 3 evidence; 4 persuade; 5 nine. Level 2: 1 because it helps us learn; 2 For example, I feel fresh after sleep.; 3 also. 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 State an opinion | 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 Give a reason | 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 Add an example | 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 Use linking 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 |
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: state an opinion; give a reason; add an example; use linking words.
Prerequisite knowledge. Expressing opinions.
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 3 » Writing; Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.3.1b and W.3.1c (provide reasons that support the opinion; use linking words and phrases to connect opinion and reasons); Cambridge Primary English Stage 3 (writing opinions). These sources informed the lesson.