You will learn
- Find evidence in a text.
- Quote accurately.
- Introduce evidence.
- Explain how it supports the answer.
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 a claim.
- Find a detail in the text.
- Introduce and quote it.
- Explain how it proves your claim.
Words to know
details from the text that support your answer
the exact words from a text, in quotation marks
to name where the evidence comes from
to say how evidence supports your claim
1. Discover: Kayode and the leaking boat
Kayode checked the small boat three times before dawn. “The plank is loose,” he muttered. He tied it with strong rope, then tested it again. Only then did he push the boat into the water.
Tolu says: Kayode is careful. In the text, “Kayode checked the small boat three times before dawn.” This shows he takes care to be safe.
Think: What are the three parts of Tolu’s answer?
2. Understand: Prove it from the text
Idea 1: Claim
Begin with a claim: Kayode is careful.
Idea 2: Evidence
Add textual evidence. Introduce it (In the text,…), then give a quotation in quotation marks. To cite is to say where it comes from.
Idea 3: Explain
Explain how the evidence supports your claim: This shows he takes care to be safe.
3. Worked examples
Example 1 (I show you): Claim
What is Tolu’s claim?
- Look at the first sentence.
Answer: Kayode is careful
Example 2 (We do it together): Quote
What quotation does he use?
- In quotation marks.
Answer: Kayode checked the small boat three times before dawn
Example 3 (You try): Explain
How does he explain it?
Show the steps and answer
- After the quote.
Answer: This shows he takes care to be safe
Did you know?
Lawyers, scientists and historians must all point to evidence when they make claims.
Why this matters
Textual evidence makes your answers convincing and accurate.
4. Explore: Claim, quote, explain
Practise evidence.
- Read a short passage.
- Write a claim about a character.
- Find and quote evidence.
- Explain how it proves your claim.
Think about it: what did you notice?
You can use textual evidence.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I think ___ because ___.
- In the text, “___”.
- This shows that ___.
- The evidence is ___.
Guided practice
Question 1. Details from the text that support your answer are textual ___.
evidence
Question 2. The exact words from a text are a ___.
quotation
Question 3. To name where evidence comes from is to ___.
cite
Independent practice
Level 1: Start
- Details from the text that support your answer are textual ___.
- The exact words from a text are a ___.
- To name where evidence comes from is to ___.
- To say how evidence supports a claim is to ___.
- Kayode tied the plank with strong ___.
Level 2: Grow
- How many times did Kayode check the boat?
- What was loose?
- When did he check it?
Level 3: Stretch
- Should you put a quotation in quotation marks?
- Should you explain evidence?
- Can you guess without evidence?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a claim about a character and support it with a quotation and explanation.
Show a sample answer
a short answer
Another one. Make a claim about a character in a book and support it with a quotation.
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 find evidence in a text.
- I can quote accurately.
- I can introduce evidence.
- I can explain how it supports the answer.
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 a claim.
- Find a detail in the text.
- Introduce and quote it.
- Explain how it proves your claim.
11. Next lesson
Next lesson: Summarising literature. 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 textual evidence? [1 mark]
- What is a quotation? [1 mark]
- Name the three parts of an evidence answer. [3 marks]
- Write a claim about Kayode. [1 mark]
- Explain how to support an answer with evidence. [3 marks]
Total: 9 marks.
Marking guide and model answers
- details from the text that support your answer [1]
- the exact words from a text, in quotation marks [1]
- claim [1]; evidence/quotation [1]; explanation [1]
- e.g. Kayode is careful [1]
- make a claim [1]; find and quote a detail [1]; explain how it proves the claim [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
- Details from the text that support your answer are textual ___.
- The exact words from a text are a ___.
- To name where evidence comes from is to ___.
- To say how evidence supports a claim is to ___.
- Kayode tied the plank with strong ___.
- How many times did Kayode check the boat?
- What was loose?
- When did he check it?
- Should you put a quotation in quotation marks?
- Should you explain evidence?
Homework
Make a claim about a character in a book and support it with a quotation.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Details from the text that support your answer are textual ___. | evidence | 1 |
| 2. The exact words from a text are a ___. | quotation | 1 |
| 3. To name where evidence comes from is to ___. | cite | 1 |
| 4. To say how evidence supports a claim is to ___. | explain | 1 |
| 5. Kayode tied the plank with strong ___. | rope | 1 |
| 6. How many times did Kayode check the boat? | three | 1 |
| 7. What was loose? | the plank | 1 |
| 8. When did he check it? | before dawn | 1 |
| 9. Should you put a quotation in quotation marks? | yes | 1 |
| 10. Should you explain evidence? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 evidence; 2 quotation; 3 cite; 4 explain; 5 rope. Level 2: 1 three; 2 the plank; 3 before dawn. 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 Find evidence in 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 |
| O2 Quote accurately | 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 how it supports the answer | 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: find evidence in a text; quote accurately; introduce evidence; explain how it supports the answer.
Prerequisite knowledge. Comparing literary texts.
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 4 » Reading: Foundational Skills; Grade 4 » Reading: Literature; Grade 4 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.4.1 (refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences); Cambridge Primary English Stage 4 (using evidence). These sources informed the lesson.