You will learn
- Tell opinion from evidence.
- Quote or refer to a text.
- Use facts and numbers.
- Introduce evidence clearly.
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
- Make your claim.
- Say where the evidence comes from.
- Give the evidence.
- Explain how it supports your claim.
Words to know
facts or details that prove a point
a statement you want others to believe
where information comes from
a phrase that names the source
1. Discover: Is the baobab a long-lived tree?
Ngozi says, “I claim that baobabs live a very long time. According to our science book, some baobabs are over a thousand years old. This shows that they are among the longest-living trees.”
Chidi says, “I just feel they live a long time.”
Think: Whose claim is stronger and why?
2. Understand: Prove it with evidence
Idea 1: Claim and evidence
A claim is what you say is true. Evidence is the proof: a fact, a number, a quote or something you observed.
Idea 2: Name the source
Tell the listener the source. Use according to… or the text says… so they can trust it.
Idea 3: Link it back
After the evidence, explain: This shows that… so the listener sees how it supports your claim.
3. Worked examples
Example 1 (I show you): Claim
What is Ngozi’s claim?
- Find I claim.
Answer: baobabs live a very long time
Example 2 (We do it together): Source
What is her source?
- Find according to.
Answer: the science book
Example 3 (You try): Evidence
What is her evidence?
Show the steps and answer
- A fact with a number.
Answer: some baobabs are over a thousand years old
Did you know?
Courtroom lawyers and scientists both must state their evidence before anyone will accept a claim.
Why this matters
Using evidence makes your speaking convincing and trustworthy.
4. Explore: Prove it
Support a claim with evidence.
- Choose a claim.
- Find a fact in a book or article.
- Say the source.
- Explain how it proves the claim.
Think about it: what did you notice?
You can use evidence when you speak.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I claim that ___.
- According to ___, ___.
- This evidence shows ___.
- The text says ___.
Guided practice
Question 1. Facts that prove a point are ___.
evidence
Question 2. A statement you want others to believe is a ___.
claim
Question 3. Where information comes from is the ___.
source
Independent practice
Level 1: Start
- Facts that prove a point are ___.
- A statement you want others to believe is a ___.
- Where information comes from is the ___.
- A phrase that names the source is “___ to”.
- Baobabs can be over a thousand years ___.
Level 2: Grow
- Whose claim is stronger?
- What does Chidi use?
- Where did Ngozi find her evidence?
Level 3: Stretch
- Is a feeling evidence?
- Should you name your source?
- Should you explain how evidence supports your claim?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
State a claim about an animal or plant and support it with one fact and its source.
Show a sample answer
a claim with evidence
Another one. Make a claim and support it with one fact and its source.
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 tell opinion from evidence.
- I can quote or refer to a text.
- I can use facts and numbers.
- I can introduce evidence clearly.
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
- Make your claim.
- Say where the evidence comes from.
- Give the evidence.
- Explain how it supports your claim.
11. Next lesson
Next lesson: Presentation organisation. 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 evidence? [1 mark]
- What is a claim? [1 mark]
- Name one phrase for naming a source. [1 mark]
- Give one example of strong evidence. [1 mark]
- Explain how to use evidence when speaking. [3 marks]
Total: 7 marks.
Marking guide and model answers
- facts or details that prove a point [1]
- a statement you want others to believe [1]
- according to… [1]
- a fact with a number from a trusted source [1]
- make a claim [1]; name the source and give evidence [1]; explain how it supports the claim [1]
Score guide: 6 to 7 = secure. 5 to 5 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Facts that prove a point are ___.
- A statement you want others to believe is a ___.
- Where information comes from is the ___.
- A phrase that names the source is “___ to”.
- Baobabs can be over a thousand years ___.
- Whose claim is stronger?
- What does Chidi use?
- Where did Ngozi find her evidence?
- Is a feeling evidence?
- Should you name your source?
Homework
Make a claim and support it with one fact and its source.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Facts that prove a point are ___. | evidence | 1 |
| 2. A statement you want others to believe is a ___. | claim | 1 |
| 3. Where information comes from is the ___. | source | 1 |
| 4. A phrase that names the source is “___ to”. | according | 1 |
| 5. Baobabs can be over a thousand years ___. | old | 1 |
| 6. Whose claim is stronger? | Ngozi’s | 1 |
| 7. What does Chidi use? | a feeling | 1 |
| 8. Where did Ngozi find her evidence? | in the science book | 1 |
| 9. Is a feeling evidence? | no | 1 |
| 10. Should you name your source? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 evidence; 2 claim; 3 source; 4 according; 5 old. Level 2: 1 Ngozi’s; 2 a feeling; 3 in the science book. 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 Tell opinion from 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 Quote or refer to a text | 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 facts and numbers | 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 Introduce evidence clearly | 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: tell opinion from evidence; quote or refer to a text; use facts and numbers; introduce evidence clearly.
Prerequisite knowledge. Explaining opinions.
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 7-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 4 » 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.4.3 and SL.4.4 (identify the reasons and evidence a speaker provides; report on a topic with appropriate facts); Cambridge Primary English Stage 4 (speaking with evidence). These sources informed the lesson.