Courseversity

Lesson

Cause-and-effect writing

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U07-L0645–60 min

You will learn

  • Identify causes and effects.
  • Use causal words.
  • Order a chain of events.
  • Avoid false causes.

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

The lesson in 60 seconds

  1. List causes.
  2. List effects.
  3. Connect with causal words.
  4. Check the logic.

Words to know

cause
why something happens
effect
what happens as a result
causal chain
a series of linked causes and effects
false cause
wrongly claiming one thing caused another

1. Discover: Why the road flooded

Tolu writes: “Heavy rain fell for three days. As a result, the river overflowed. Because the drains were blocked, the water could not escape, so the road flooded. Consequently, the buses stopped running.”

This is a causal chain: rain, overflow, flooding, no buses. Words like as a result, because, so and consequently link cause and effect.

Beware of a false cause: “I wore my red cap, so the rain stopped.”

Think: Which links are real?

2. Understand: Linking causes and effects

Idea 1: Cause and effect

A cause makes something happen; an effect is the result.

Idea 2: Causal words

Use because, so, as a result, therefore, consequently, due to.

Idea 3: Check logic

Avoid a false cause: events together are not always linked.

Remember: Cause-and-effect writing uses clear causal words and a logical chain, avoiding false causes.

3. Worked examples

Example 1 (I show you): Cause

What was the first cause?

  1. Heavy rain.

Answer: heavy rain for three days

Example 2 (We do it together): Effect

What was the final effect?

  1. Buses stopped.

Answer: the buses stopped running

Example 3 (You try): False

Which is a false cause?

Show the steps and answer
  1. Red cap.

Answer: wearing the red cap stopped the rain

Did you know?

Scientists test causes carefully because two events can happen together by chance.

Why this matters

Cause-and-effect writing explains how and why things happen.

4. Explore: Chain it

Write a chain.

  1. Choose an event.
  2. List causes and effects.
  3. Add causal words.
  4. Check for false causes.
Think about it: what did you notice?

You can write cause and effect.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • The cause is ___.
  • As a result, ___.
  • Because ___, ___.
  • Consequently ___.

Guided practice

Question 1. Why something happens is the ___.

cause

Question 2. What happens as a result is the ___.

effect

Question 3. A series of linked causes and effects is a causal ___.

chain

Independent practice

Level 1: Start

  1. Why something happens is the ___.
  2. What happens as a result is the ___.
  3. A series of linked causes and effects is a causal ___.
  4. Wrongly claiming a cause is a false ___.
  5. The drains were ___.

Level 2: Grow

  1. What overflowed?
  2. What stopped running?
  3. What word links result?

Level 3: Stretch

  1. Is because a causal word?
  2. Can events be linked falsely?
  3. Should a chain be logical?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Write a paragraph explaining a causal chain.

Show a sample answer

a paragraph

Another one. Explain to a family member the causes and effects of a local event.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can identify causes and effects.
  • I can use causal words.
  • I can order a chain of events.
  • I can avoid false causes.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. A cause is why something ___.

2. An effect is the ___.

3. A causal chain is ___ causes and effects.

4. A false cause is a ___ link.

5. Which word signals a cause?

6. Which word signals a result?

7. The first cause is ___.

8. The final effect is ___.

9. Which is a false cause?

10. What should a chain be?

11. What should you check?

12. Why write cause and effect?

Challenge 1. Which is a causal sentence?

Challenge 2. Which shows a result?

Your result appears here after you answer every question.

10. Key takeaways

  • List causes.
  • List effects.
  • Connect with causal words.
  • Check the logic.

11. Next lesson

Next lesson: Compare-and-contrast writing. 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.

  1. Define cause and effect. [2 marks]
  2. Name three causal words. [3 marks]
  3. Describe the causal chain in the flood passage. [3 marks]
  4. What is a false cause? [1 mark]
  5. Explain how to write cause and effect. [3 marks]

Total: 12 marks.

Marking guide and model answers
  1. a cause is why something happens [1]; an effect is the result [1]
  2. because [1]; so or therefore [1]; as a result or consequently [1]
  3. heavy rain [1]; overflow and blocked drains [1]; flooding and no buses [1]
  4. wrongly claiming one thing caused another [1]
  5. list causes and effects [1]; link with causal words [1]; check the logic [1]

Score guide: 11 to 12 = secure. 8 to 10 = nearly there, revise the parts you missed. Under 8 = work through the lesson again with a grown-up.

Printable worksheet

  1. Why something happens is the ___.
  2. What happens as a result is the ___.
  3. A series of linked causes and effects is a causal ___.
  4. Wrongly claiming a cause is a false ___.
  5. The drains were ___.
  6. What overflowed?
  7. What stopped running?
  8. What word links result?
  9. Is because a causal word?
  10. Can events be linked falsely?

Homework

Explain to a family member the causes and effects of a local event.

Answer key and marking scheme

Question Expected response Marks
1. Why something happens is the ___. cause 1
2. What happens as a result is the ___. effect 1
3. A series of linked causes and effects is a causal ___. chain 1
4. Wrongly claiming a cause is a false ___. cause 1
5. The drains were ___. blocked 1
6. What overflowed? the river 1
7. What stopped running? the buses 1
8. What word links result? consequently 1
9. Is because a causal word? yes 1
10. Can events be linked falsely? yes 1
Total 10

Independent practice answers. Level 1: 1 cause; 2 effect; 3 chain; 4 cause; 5 blocked. Level 2: 1 the river; 2 the buses; 3 consequently. 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 Identify causes and effects 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 Use causal 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
O3 Order a chain of events 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 Avoid false causes 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

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. 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: identify causes and effects; use causal words; order a chain of events; avoid false causes.

Prerequisite knowledge. Explanatory paragraphs.

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 12-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 6 » Writing; Grade 6 » 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.6.2a (organize ideas using strategies such as cause/effect); Cambridge Primary English Stage 6 (explanation writing). These sources informed the lesson.

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