You will learn
- State the claim.
- List main reasons.
- Use own words.
- Keep it short and fair.
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
- Find the claim.
- Pick the main reasons.
- Use your own words.
- Keep it fair and short.
Words to know
a short statement of the main points
to restate in your own words
what the writer finally decides
brief but complete
1. Discover: The bicycle lane
Our town should build a bicycle lane on the main road. Cycling is healthy, cheap and good for the air. At present, cyclists share the road with lorries, which is dangerous: last year, 14 cyclists were hurt. A separate lane would protect riders and encourage more people to cycle. Some residents worry about the cost, but the lane would last for years and save on health costs. Therefore the town should build it.
Summary: The writer argues that the town should build a bicycle lane because cycling is healthy and the road is dangerous. The writer answers cost worries by pointing to long-term savings.
Think: What did the summary keep and what did it leave out?
2. Understand: The argument in a nutshell
Idea 1: Keep the essentials
A summary keeps the claim, main reasons and conclusion. It leaves out minor details.
Idea 2: Own words
Paraphrase: do not copy sentences. Keep your summary concise.
Idea 3: Be fair
Do not add your opinion. Present the writer’s argument accurately.
3. Worked examples
Example 1 (I show you): Claim
What is the claim?
- Bicycle lane.
Answer: the town should build a bicycle lane
Example 2 (We do it together): Reason
Give a main reason.
- Safe.
Answer: cycling is healthy and the road is dangerous
Example 3 (You try): Leave out
What detail can be left out?
Show the steps and answer
- Number.
Answer: the exact figure of 14 cyclists
Did you know?
A good summary is often a quarter of the length of the original text or shorter.
Why this matters
Summarising shows you understand an argument and helps you remember it.
4. Explore: Short and fair
Summarise an argument.
- Read an opinion piece.
- Underline the claim and reasons.
- Write a three-sentence summary.
- Check it is fair.
Think about it: what did you notice?
You can summarise arguments.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The writer argues that ___.
- The main reasons are ___.
- The writer answers ___.
- The writer concludes ___.
Guided practice
Question 1. A short statement of main points is a ___.
summary
Question 2. To restate in your own words is to ___.
paraphrase
Question 3. What the writer finally decides is the ___.
conclusion
Independent practice
Level 1: Start
- A short statement of main points is a ___.
- To restate in your own words is to ___.
- What the writer finally decides is the ___.
- Brief but complete is ___.
- The town wants a bicycle ___.
Level 2: Grow
- How many cyclists were hurt?
- Who share the road with cyclists?
- What worry do residents have?
Level 3: Stretch
- Should a summary be in your own words?
- Should it include your opinion?
- Should it be short?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Summarise an opinion piece in three sentences.
Show a sample answer
a summary
Another one. Summarise a news article to a family member in three sentences.
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 the claim.
- I can list main reasons.
- I can use own words.
- I can keep it short and fair.
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
- Find the claim.
- Pick the main reasons.
- Use your own words.
- Keep it fair and short.
11. Next lesson
Next lesson: Evidence-based 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 summary? [1 mark]
- What does paraphrase mean? [1 mark]
- Name three things a summary of an argument includes. [3 marks]
- Give one thing to leave out. [1 mark]
- Explain how to summarise an argument. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a short statement of the main points [1]
- to restate in your own words [1]
- claim [1]; main reasons [1]; conclusion [1]
- minor details or your own opinion [1]
- find the claim and main reasons [1]; use your own words concisely [1]; keep it fair and include the conclusion [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
- A short statement of main points is a ___.
- To restate in your own words is to ___.
- What the writer finally decides is the ___.
- Brief but complete is ___.
- The town wants a bicycle ___.
- How many cyclists were hurt?
- Who share the road with cyclists?
- What worry do residents have?
- Should a summary be in your own words?
- Should it include your opinion?
Homework
Summarise a news article to a family member in three sentences.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A short statement of main points is a ___. | summary | 1 |
| 2. To restate in your own words is to ___. | paraphrase | 1 |
| 3. What the writer finally decides is the ___. | conclusion | 1 |
| 4. Brief but complete is ___. | concise | 1 |
| 5. The town wants a bicycle ___. | lane | 1 |
| 6. How many cyclists were hurt? | 14 | 1 |
| 7. Who share the road with cyclists? | lorries | 1 |
| 8. What worry do residents have? | the cost | 1 |
| 9. Should a summary be in your own words? | yes | 1 |
| 10. Should it include your opinion? | no | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 summary; 2 paraphrase; 3 conclusion; 4 concise; 5 lane. Level 2: 1 14; 2 lorries; 3 the cost. 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 State the 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 |
| O2 List main reasons | 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 Use own 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 |
| O4 Keep it short and fair | 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 the claim; list main reasons; use own words; keep it short and fair.
Prerequisite knowledge. Comparing 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 » Reading: Foundational Skills; Grade 5 » Reading: Literature; Grade 5 » 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 RI.5.2 and W.5.9b (summarize; draw evidence to support analysis); Cambridge Primary English Stage 5 (summarising). These sources informed the lesson.