You will learn
- Identify the claim.
- Identify reasons.
- Identify evidence.
- Judge whether reasons support the claim.
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.
- List the reasons.
- Check the evidence.
- Judge how well reasons support the claim.
Words to know
a statement the author wants the reader to accept
why the author thinks the claim is true
a claim supported by reasons and evidence
an opposing view
1. Discover: A school library
Our school needs a bigger library. First, 120 pupils share only 300 books, so many go without. Second, studies show pupils who read more do better in every subject. Some people say a bigger library costs too much, but donated books and volunteer helpers can reduce the cost.
Claim: The school needs a bigger library. Reasons: too few books; reading helps learning. Counterclaim: it costs too much, answered with donations.
Think: Do the reasons support the claim?
2. Understand: What is the writer arguing?
Idea 1: Claim
A claim is what the writer wants you to accept. An argument is a claim with reasons and evidence.
Idea 2: Reasons
A reason explains why the claim is true. Look for words such as because, first, second.
Idea 3: Counterclaims
Strong arguments answer a counterclaim, an opposing view.
3. Worked examples
Example 1 (I show you): Claim
What is the claim?
- Library.
Answer: the school needs a bigger library
Example 2 (We do it together): Reason
Give one reason.
- First.
Answer: 120 pupils share only 300 books
Example 3 (You try): Counter
What counterclaim is answered?
Show the steps and answer
- Costs.
Answer: that a bigger library costs too much
Did you know?
Debaters must be ready to answer the other side’s best points.
Why this matters
Spotting claims and reasons helps you think critically about what you read.
4. Explore: Argument map
Map an argument.
- Read an opinion piece.
- Underline the claim.
- List the reasons.
- Note any counterclaim.
Think about it: what did you notice?
You can map arguments.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The claim is ___.
- The first reason is ___.
- The evidence is ___.
- The counterclaim is ___.
Guided practice
Question 1. A statement the author wants accepted is a ___.
claim
Question 2. Why the claim is true is the ___.
reason
Question 3. A claim with reasons and evidence is an ___.
argument
Independent practice
Level 1: Start
- A statement the author wants accepted is a ___.
- Why the claim is true is the ___.
- A claim with reasons and evidence is an ___.
- An opposing view is a ___.
- 120 pupils share only 300 ___.
Level 2: Grow
- How many pupils share the books?
- How many books are there?
- What can reduce cost?
Level 3: Stretch
- Is a claim an opinion to prove?
- Should reasons support the claim?
- Can writers answer counterclaims?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Find a claim and two reasons in an opinion piece.
Show a sample answer
an argument note
Another one. Find a claim in a newspaper or advert and list its reasons.
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 identify the claim.
- I can identify reasons.
- I can identify evidence.
- I can judge whether reasons support the claim.
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.
- List the reasons.
- Check the evidence.
- Judge how well reasons support the claim.
11. Next lesson
Next lesson: Facts and opinions. 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 a claim? [1 mark]
- What is an argument? [1 mark]
- Give the claim and one reason in the library passage. [2 marks]
- What is a counterclaim? [1 mark]
- Explain how to analyse an argument. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a statement the author wants the reader to accept [1]
- a claim supported by reasons and evidence [1]
- the school needs a bigger library [1]; 120 pupils share only 300 books [1]
- an opposing view [1]
- find the claim [1]; list the reasons and evidence [1]; judge if they support the claim and answer counterclaims [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 the author wants accepted is a ___.
- Why the claim is true is the ___.
- A claim with reasons and evidence is an ___.
- An opposing view is a ___.
- 120 pupils share only 300 ___.
- How many pupils share the books?
- How many books are there?
- What can reduce cost?
- Is a claim an opinion to prove?
- Should reasons support the claim?
Homework
Find a claim in a newspaper or advert and list its reasons.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A statement the author wants accepted is a ___. | claim | 1 |
| 2. Why the claim is true is the ___. | reason | 1 |
| 3. A claim with reasons and evidence is an ___. | argument | 1 |
| 4. An opposing view is a ___. | counterclaim | 1 |
| 5. 120 pupils share only 300 ___. | books | 1 |
| 6. How many pupils share the books? | 120 | 1 |
| 7. How many books are there? | 300 | 1 |
| 8. What can reduce cost? | donated books and volunteer helpers | 1 |
| 9. Is a claim an opinion to prove? | yes | 1 |
| 10. Should reasons support the claim? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 claim; 2 reason; 3 argument; 4 counterclaim; 5 books. Level 2: 1 120; 2 300; 3 donated books and volunteer helpers. Level 3: 1 yes; 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 Identify the claim | 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 reasons | 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 Identify 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 Judge whether reasons support the claim | 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: identify the claim; identify reasons; identify evidence; judge whether reasons support the claim.
Prerequisite knowledge. Author’s purpose.
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 5 » Reading: Foundational Skills; Grade 5 » Reading: Literature; Grade 5 » 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 RI.5.8 (explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points); Cambridge Primary English Stage 5 (arguments). These sources informed the lesson.