You will learn
- Choose credible evidence.
- Match evidence to reasons.
- Introduce evidence.
- Explain its link.
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 evidence.
- Check it is credible.
- Match to a reason.
- Explain the link.
Words to know
trustworthy and reliable
a number used as evidence
a view from a specialist
the explanation of how evidence proves a point
1. Discover: Evidence for a longer break
Biola gathers evidence for her claim. A statistic: a school survey found 80% of pupils felt rushed at lunch. Expert opinion: Dr Eze, a child health teacher, says children need at least 30 minutes to eat properly. A weak source: a rumour from a friend, not credible.
She writes: “A survey found that 80% of pupils felt rushed. This shows the current break is too short.” The last sentence is the link.
Think: Which evidence is credible?
2. Understand: Choosing proof you can trust
Idea 1: Kinds of evidence
Use facts, a statistic, examples and expert opinion.
Idea 2: Credible
Choose credible sources, not rumours.
Idea 3: Link
Always add a link: explain how the evidence proves the reason.
3. Worked examples
Example 1 (I show you): Statistic
What is the statistic?
- 80%.
Answer: 80% of pupils felt rushed
Example 2 (We do it together): Expert
Who is the expert?
- Dr Eze.
Answer: dr eze, a child health teacher
Example 3 (You try): Weak
Which is not credible?
Show the steps and answer
- Rumour.
Answer: a rumour from a friend
Did you know?
Credible sources name who collected the information and how.
Why this matters
Credible evidence makes arguments stronger.
4. Explore: Evidence check
Test evidence.
- List evidence.
- Mark credible or not.
- Match to reasons.
- Write the link.
Think about it: what did you notice?
You can select evidence.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The evidence is ___.
- It is credible because ___.
- It supports ___.
- This shows ___.
Guided practice
Question 1. Trustworthy is ___.
credible
Question 2. A number used as evidence is a ___.
statistic
Question 3. A view from a specialist is an expert ___.
opinion
Independent practice
Level 1: Start
- Trustworthy is ___.
- A number used as evidence is a ___.
- A view from a specialist is an expert ___.
- Explaining how evidence proves a point is the ___.
- 80% of pupils felt ___.
Level 2: Grow
- How long do children need to eat?
- Which source is weak?
- What does the survey show?
Level 3: Stretch
- Is a rumour credible?
- Should evidence be linked?
- Can an expert be evidence?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Select two credible pieces of evidence for a claim and write links.
Show a sample answer
evidence and links
Another one. Ask a family member for a reliable source on an issue and check why it is credible.
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 choose credible evidence.
- I can match evidence to reasons.
- I can introduce evidence.
- I can explain its link.
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 evidence.
- Check it is credible.
- Match to a reason.
- Explain the link.
11. Next lesson
Next lesson: Organising arguments. 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 does credible mean? [1 mark]
- Name two kinds of evidence. [2 marks]
- Why is a rumour a weak source? [2 marks]
- Write a link for the 80% statistic. [1 mark]
- Explain how to select evidence. [3 marks]
Total: 9 marks.
Marking guide and model answers
- trustworthy and reliable [1]
- a statistic [1]; expert opinion or an example [1]
- it cannot be checked [1]; it is not reliable [1]
- this shows the break is too short [1]
- find evidence [1]; check it is credible and relevant [1]; introduce it and explain the link [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
- Trustworthy is ___.
- A number used as evidence is a ___.
- A view from a specialist is an expert ___.
- Explaining how evidence proves a point is the ___.
- 80% of pupils felt ___.
- How long do children need to eat?
- Which source is weak?
- What does the survey show?
- Is a rumour credible?
- Should evidence be linked?
Homework
Ask a family member for a reliable source on an issue and check why it is credible.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Trustworthy is ___. | credible | 1 |
| 2. A number used as evidence is a ___. | statistic | 1 |
| 3. A view from a specialist is an expert ___. | opinion | 1 |
| 4. Explaining how evidence proves a point is the ___. | link | 1 |
| 5. 80% of pupils felt ___. | rushed | 1 |
| 6. How long do children need to eat? | at least 30 minutes | 1 |
| 7. Which source is weak? | a rumour from a friend | 1 |
| 8. What does the survey show? | the break is too short | 1 |
| 9. Is a rumour credible? | no | 1 |
| 10. Should evidence be linked? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 credible; 2 statistic; 3 opinion; 4 link; 5 rushed. Level 2: 1 at least 30 minutes; 2 a rumour from a friend; 3 the break is too short. Level 3: 1 no; 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 Choose credible evidence | 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 Match evidence to 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 Introduce evidence | 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 Explain its link | 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: choose credible evidence; match evidence to reasons; introduce evidence; explain its link.
Prerequisite knowledge. Supporting reasons.
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 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.6.1b and W.6.8 (gather relevant information from multiple print and digital sources; assess the credibility of each source); Cambridge Primary English Stage 6 (evidence). These sources informed the lesson.