Courseversity

Explaining information

Primary EducationGrade 3English & Language ArtsCV-PRI-G03-ELA-U01-L0445–60 min

You will learn

  • Choose clear words.
  • Explain in order.
  • Use sequence words.
  • Check the listener understood.

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. Know your topic.
  2. Say the steps in order.
  3. Use first, next, then, finally.
  4. Ask if the listener understood.

Words to know

explain
to make something clear to someone
sequence word
a word that shows order, such as first or next
process
steps that make something happen
audience
the people who are listening

1. Discover: How to plant a bean

Ngozi explains to her brother: First, soak a bean in water. Next, put soil in a small pot. Then place the bean in the soil and cover it. Finally, water it a little each day. Her brother says, Now I can do it too!

Think: Which words show the order?

2. Understand: Clear explaining

Idea 1: Know the process

A process is a set of steps. Before you explain, be sure you know every step.

Idea 2: Order with sequence words

Use sequence words: first, next, then, finally. They help the audience follow.

Idea 3: Check understanding

Look at your listener. Ask, Does that make sense? Explain again if needed.

Remember: To explain, know the steps, say them in order with sequence words, and check that your listener understands.

3. Worked examples

Example 1 (I show you): First step

What is the first step?

  1. Look for first.

Answer: soak a bean in water

Example 2 (We do it together): Sequence words

Name two sequence words in the story.

  1. Look for order words.

Answer: first and next (or then, finally)

Example 3 (You try): Last step

What is the last step?

Show the steps and answer
  1. Look for finally.

Answer: water it a little each day

Did you know?

Teachers, doctors and engineers all spend a lot of time explaining things clearly.

Why this matters

Clear explaining helps others learn and helps you show what you know.

4. Explore: Teach a skill

Explain a simple skill.

  1. Choose a skill such as tying shoelaces.
  2. List the steps.
  3. Add sequence words.
  4. Explain it to someone.
Think about it: what did you notice?

You can explain clearly.

5. Practise

Say it in a sentence

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

  • First, ___.
  • Next, ___.
  • Then, ___.
  • Finally, ___.

Guided practice

Question 1. To make something clear to someone is to ___.

explain

Question 2. A word like first or next is a ___ word.

sequence

Question 3. Steps that make something happen are a ___.

process

Independent practice

Level 1: Start

  1. To make something clear to someone is to ___.
  2. A word like first or next is a ___ word.
  3. Steps that make something happen are a ___.
  4. The people who listen are the ___.
  5. Ngozi explains how to plant a ___.

Level 2: Grow

  1. What goes in the pot?
  2. What do you do finally?
  3. Write a sequence word for second.

Level 3: Stretch

  1. Should steps be in order?
  2. Should you check understanding?
  3. Is it fine to skip steps?

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

6. Apply: English in everyday life

Explain a simple process to a family member.

Show a sample answer

an explanation

Another one. Explain how to do one simple task to a family member.

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 choose clear words.
  • I can explain in order.
  • I can use sequence words.
  • I can check the listener understood.

9. Check and master

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

1. To explain is to make something ___ to someone.

2. Which is a sequence word?

3. A process is a set of ___.

4. Who is the audience?

5. What is the first step in planting a bean?

6. What goes in the pot?

7. Which word shows the last step?

8. What happens after soaking?

9. Who is Ngozi explaining to?

10. What does Ngozi say to check?

11. Why use sequence words?

12. Why know every step?

Challenge 1. Which set is in the best order?

Challenge 2. Which sentence is the best explanation start?

Your result appears here after you answer every question.

10. Key takeaways

  • Know your topic.
  • Say the steps in order.
  • Use first, next, then, finally.
  • Ask if the listener understood.

11. Next lesson

Next lesson: Participating in discussions. 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. What is a process? [1 mark]
  2. Name three sequence words. [3 marks]
  3. List the steps for planting a bean. [4 marks]
  4. Why check that your listener understood? [1 mark]
  5. Explain how to explain something clearly. [3 marks]

Total: 12 marks.

Marking guide and model answers
  1. steps that make something happen [1]
  2. first [1]; next/then [1]; finally [1]
  3. soak [1]; soil in pot [1]; place and cover bean [1]; water daily [1]
  4. to make sure the explanation worked [1]
  5. know the steps [1]; use sequence words [1]; check understanding [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. To make something clear to someone is to ___.
  2. A word like first or next is a ___ word.
  3. Steps that make something happen are a ___.
  4. The people who listen are the ___.
  5. Ngozi explains how to plant a ___.
  6. What goes in the pot?
  7. What do you do finally?
  8. Write a sequence word for second.
  9. Should steps be in order?
  10. Should you check understanding?

Homework

Explain how to do one simple task to a family member.

Answer key and marking scheme

Question Expected response Marks
1. To make something clear to someone is to ___. explain 1
2. A word like first or next is a ___ word. sequence 1
3. Steps that make something happen are a ___. process 1
4. The people who listen are the ___. audience 1
5. Ngozi explains how to plant a ___. bean 1
6. What goes in the pot? soil 1
7. What do you do finally? water it each day 1
8. Write a sequence word for second. next 1
9. Should steps be in order? yes 1
10. Should you check understanding? yes 1
Total 10

Independent practice answers. Level 1: 1 explain; 2 sequence; 3 process; 4 audience; 5 bean. Level 2: 1 soil; 2 water it each day; 3 next. Level 3: 1 yes; 2 yes; 3 no.

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 clear 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
O2 Explain in order 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 sequence 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 Check the listener understood 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: choose clear words; explain in order; use sequence words; check the listener understood.

Prerequisite knowledge. Asking clarifying questions.

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 3 » 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 SL.3.4 (report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace) and SL.3.1; Cambridge Primary English Stage 3 (speaking). These sources informed the lesson.

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