You will learn
- Ask probing questions.
- Identify assumptions.
- Weigh evidence.
- Justify a judgement.
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
- Ask questions.
- Spot assumptions.
- Weigh the evidence.
- Justify your view.
Words to know
careful, reasoned judgement of information
something taken for granted without proof
a question that digs deeper
to give reasons for a judgement
1. Discover: Reading a claim critically
A poster says: “Everyone should walk to school; it is healthy.” Kunle uses critical thinking. Probing questions: How far do pupils live? Is the road safe? Is there evidence walking is healthier? He spots an assumption: that all pupils live near school. He weighs the evidence (a health report supports walking) and then justifies his view: “Walking is beneficial where distances are safe and short.”
Think: What assumption did he find?
2. Understand: Think deeper
Idea 1: Probe
Ask probing questions: who, why, how do we know?
Idea 2: Assumptions
Spot assumptions: things taken for granted.
Idea 3: Justify
Weigh evidence and justify your judgement.
3. Worked examples
Example 1 (I show you): Question
Give a probing question.
- Is the road safe?
Answer: is the road safe or how far do pupils live
Example 2 (We do it together): Assumption
What assumption?
- All live near.
Answer: that all pupils live near school
Example 3 (You try): Justify
What is the justified view?
Show the steps and answer
- Beneficial if safe and short.
Answer: walking is beneficial where distances are safe and short
Did you know?
Asking “What am I assuming?” is a powerful thinking habit.
Why this matters
Critical thinking supports every subject and daily decisions.
4. Explore: Think critically
Probe a claim.
- Choose a claim.
- Ask three questions.
- Find an assumption.
- Justify your view.
Think about it: what did you notice?
You can think critically.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The claim is ___.
- A probing question is ___.
- An assumption is ___.
- My justified view is ___.
Guided practice
Question 1. Careful reasoned judgement is ___ thinking.
critical
Question 2. Something taken for granted is an ___.
assumption
Question 3. A question that digs deeper is a ___ question.
probing
Independent practice
Level 1: Start
- Careful reasoned judgement is ___ thinking.
- Something taken for granted is an ___.
- A question that digs deeper is a ___ question.
- To give reasons for a judgement is to ___.
- The poster says walking is ___.
Level 2: Grow
- What did the health report support?
- What did Kunle ask about the road?
- What did he conclude?
Level 3: Stretch
- Is every claim without assumptions?
- Should we ask probing questions?
- Should we justify judgements?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Apply four probing questions to a claim and justify your judgement.
Show a sample answer
a critical analysis
Another one. Choose a claim with a family member and ask three probing questions about it.
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 ask probing questions.
- I can identify assumptions.
- I can weigh evidence.
- I can justify a judgement.
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
- Ask questions.
- Spot assumptions.
- Weigh the evidence.
- Justify your view.
11. Next lesson
Next lesson: Independent learning. 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.
- Define critical thinking and assumption. [2 marks]
- Give two probing questions about the poster. [2 marks]
- What assumption did Kunle find? [1 mark]
- What does justify mean? [1 mark]
- Explain how to think critically. [3 marks]
Total: 9 marks.
Marking guide and model answers
- critical thinking is careful, reasoned judgement [1]; assumption is something taken for granted [1]
- how far do pupils live [1]; is the road safe or is there evidence [1]
- that all pupils live near school [1]
- give reasons for a judgement [1]
- ask probing questions [1]; spot assumptions and weigh evidence [1]; justify your judgement [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
- Careful reasoned judgement is ___ thinking.
- Something taken for granted is an ___.
- A question that digs deeper is a ___ question.
- To give reasons for a judgement is to ___.
- The poster says walking is ___.
- What did the health report support?
- What did Kunle ask about the road?
- What did he conclude?
- Is every claim without assumptions?
- Should we ask probing questions?
Homework
Choose a claim with a family member and ask three probing questions about it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Careful reasoned judgement is ___ thinking. | critical | 1 |
| 2. Something taken for granted is an ___. | assumption | 1 |
| 3. A question that digs deeper is a ___ question. | probing | 1 |
| 4. To give reasons for a judgement is to ___. | justify | 1 |
| 5. The poster says walking is ___. | healthy | 1 |
| 6. What did the health report support? | walking | 1 |
| 7. What did Kunle ask about the road? | is it safe | 1 |
| 8. What did he conclude? | walking helps where distances are safe and short | 1 |
| 9. Is every claim without assumptions? | no | 1 |
| 10. Should we ask probing questions? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 critical; 2 assumption; 3 probing; 4 justify; 5 healthy. Level 2: 1 walking; 2 is it safe; 3 walking helps where distances are safe and 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 Ask probing questions | 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 Identify assumptions | 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 Weigh 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 Justify a judgement | 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: ask probing questions; identify assumptions; weigh evidence; justify a judgement.
Prerequisite knowledge. Formal presentations.
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.
Research used to shape this lesson. Common Core RI.6.8 and SL.6.3 (delineate a speaker’s argument; evaluate); Cambridge Primary English Stage 6 (reasoning and evaluation). These sources informed the lesson.