You will learn
- Spot unsupported claims.
- Look for evidence.
- Cross-check facts.
- Report uncertainty.
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.
- Look for evidence.
- Cross-check.
- Judge and report.
Words to know
a statement given without evidence
to confirm a fact in several sources
to support with agreeing evidence
not being sure
1. Discover: Checking a claim
Dayo reads: “Our village well is the oldest in the country!” No source is given: an unsupported claim. He looks for evidence: a local history book says the well was dug in 1890, a museum record agrees. Two sources corroborate the date but neither says it is the oldest in the country. He cross-checks and writes: “The well dates to 1890; whether it is the oldest is uncertain.”
Think: What can he say safely?
2. Understand: Prove it
Idea 1: Unsupported claims
An unsupported claim has no evidence. Do not simply accept it.
Idea 2: Cross-check
Cross-check in several sources. Agreement corroborates a claim.
Idea 3: Uncertainty
Report uncertainty honestly when evidence is incomplete.
3. Worked examples
Example 1 (I show you): Unsupported
Which claim is unsupported?
- Oldest in the country.
Answer: the well is the oldest in the country
Example 2 (We do it together): Corroborate
What was corroborated?
- The date 1890.
Answer: the date 1890
Example 3 (You try): Uncertain
What is uncertain?
Show the steps and answer
- Oldest.
Answer: whether it is the oldest
Did you know?
Responsible researchers say “the evidence suggests” when they are not sure.
Why this matters
Cross-checking protects you from false information.
4. Explore: Fact check
Cross-check a claim.
- Choose a claim.
- Search two sources.
- Compare.
- Write what you can say.
Think about it: what did you notice?
You can cross-check.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The claim is ___.
- Source A says ___.
- Source B says ___.
- I can safely say ___.
Guided practice
Question 1. A statement without evidence is an ___ claim.
unsupported
Question 2. To confirm in several sources is to ___-check.
cross
Question 3. To support with agreeing evidence is to ___.
corroborate
Independent practice
Level 1: Start
- A statement without evidence is an ___ claim.
- To confirm in several sources is to ___-check.
- To support with agreeing evidence is to ___.
- Not being sure is ___.
- The well was dug in ___.
Level 2: Grow
- What did the history book give?
- What did the museum record do?
- What was uncertain?
Level 3: Stretch
- Is an unsupported claim safe?
- Should you cross-check?
- Should you report uncertainty?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Cross-check a claim in two sources and report what you can say.
Show a sample answer
a report
Another one. Check a family claim in two sources and see if both agree.
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 spot unsupported claims.
- I can look for evidence.
- I can cross-check facts.
- I can report uncertainty.
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.
- Look for evidence.
- Cross-check.
- Judge and report.
11. Next lesson
Next lesson: Note-taking. 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 an unsupported claim? [1 mark]
- What does cross-check mean? [1 mark]
- What can Dayo safely say about the well? [2 marks]
- Why report uncertainty? [1 mark]
- Explain how to check a claim. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a statement given without evidence [1]
- confirm a fact in several sources [1]
- it dates to 1890 [1]; whether it is the oldest is uncertain [1]
- it is honest about incomplete evidence [1]
- find the claim and look for evidence [1]; cross-check in several sources [1]; report what is supported and what is uncertain [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
- A statement without evidence is an ___ claim.
- To confirm in several sources is to ___-check.
- To support with agreeing evidence is to ___.
- Not being sure is ___.
- The well was dug in ___.
- What did the history book give?
- What did the museum record do?
- What was uncertain?
- Is an unsupported claim safe?
- Should you cross-check?
Homework
Check a family claim in two sources and see if both agree.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A statement without evidence is an ___ claim. | unsupported | 1 |
| 2. To confirm in several sources is to ___-check. | cross | 1 |
| 3. To support with agreeing evidence is to ___. | corroborate | 1 |
| 4. Not being sure is ___. | uncertainty | 1 |
| 5. The well was dug in ___. | 1890 | 1 |
| 6. What did the history book give? | the date 1890 | 1 |
| 7. What did the museum record do? | agreed with the date | 1 |
| 8. What was uncertain? | whether it is the oldest | 1 |
| 9. Is an unsupported claim safe? | no | 1 |
| 10. Should you cross-check? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 unsupported; 2 cross; 3 corroborate; 4 uncertainty; 5 1890. Level 2: 1 the date 1890; 2 agreed with the date; 3 whether it is the oldest. 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 Spot unsupported claims | 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 Look for 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 |
| O3 Cross-check facts | 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 Report uncertainty | 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: spot unsupported claims; look for evidence; cross-check facts; report uncertainty.
Prerequisite knowledge. Source credibility.
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 6 » Writing; Grade 6 » Reading: Informational Text; Grade 6 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.6.8 and RI.6.8 (assess the credibility and accuracy of each source; evaluate claims); Cambridge Primary English Stage 6 (checking information). These sources informed the lesson.