You will learn
- Choose relevant evidence.
- Include facts and examples.
- Introduce evidence.
- Explain evidence.
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
- State the point.
- Add evidence.
- Introduce it smoothly.
- Explain its meaning.
Words to know
facts or examples that support a point
lead into a fact or quote with a phrase
to explain how the evidence supports the point
where evidence comes from
1. Discover: Evidence in a paragraph
School gardens help pupils learn. According to a teacher at our school, pupils who tend a garden remember plant names more easily. For example, Class 4 measured bean plants weekly and learned how to record data. This shows that gardens turn lessons into real experiences.
Evidence: a teacher’s statement, an example. Phrases that introduce evidence: according to, for example. The final sentence elaborates.
Think: How does the last sentence help?
2. Understand: Prove your point
Idea 1: Types of evidence
Evidence includes facts, examples, statistics and quotations from a reliable source.
Idea 2: Introduce
Introduce evidence with phrases such as according to, for example, research shows.
Idea 3: Elaborate
Do not leave evidence alone: elaborate with this shows that… to explain why it supports your point.
3. Worked examples
Example 1 (I show you): Evidence
What evidence is given?
- Teacher.
Answer: a teacher’s statement and the Class 4 example
Example 2 (We do it together): Introduce
Which phrase introduces evidence?
- According to.
Answer: according to or for example
Example 3 (You try): Elaborate
What does the last sentence do?
Show the steps and answer
- Explains.
Answer: explains that gardens turn lessons into real experiences
Did you know?
Writers often follow a point with evidence and then explain, a pattern called PEE or PEEL.
Why this matters
Evidence makes writing convincing and trustworthy.
4. Explore: Point, proof, explain
Add evidence.
- Write a point.
- Add evidence.
- Introduce it.
- Explain.
Think about it: what did you notice?
You can support your writing.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- According to ___, ___.
- For example, ___.
- This shows that ___.
- Research suggests ___.
Guided practice
Question 1. Facts or examples supporting a point are ___.
evidence
Question 2. To lead into evidence is to ___ it.
introduce
Question 3. To explain how evidence supports is to ___.
elaborate
Independent practice
Level 1: Start
- Facts or examples supporting a point are ___.
- To lead into evidence is to ___ it.
- To explain how evidence supports is to ___.
- Where evidence comes from is the ___.
- Class 4 measured bean ___.
Level 2: Grow
- Who learned to record data?
- What do gardens turn lessons into?
- How often did Class 4 measure plants?
Level 3: Stretch
- Should evidence be relevant?
- Should it be explained?
- Is according to a good introducing phrase?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a paragraph with a point, one piece of evidence and an explanation.
Show a sample answer
a paragraph
Another one. Write a point with one piece of evidence and an explanation about something you know.
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 choose relevant evidence.
- I can include facts and examples.
- I can introduce evidence.
- I can explain evidence.
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
- State the point.
- Add evidence.
- Introduce it smoothly.
- Explain its meaning.
11. Next lesson
Next lesson: Informative essays. 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]
- Give two phrases that introduce evidence. [2 marks]
- What does elaborate mean? [1 mark]
- Name two types of evidence. [2 marks]
- Explain how to use evidence in writing. [3 marks]
Total: 9 marks.
Marking guide and model answers
- facts or examples that support a point [1]
- according to [1]; for example [1]
- to explain how the evidence supports the point [1]
- a fact or statistic [1]; an example or quotation [1]
- make a point [1]; add relevant evidence and introduce it [1]; explain how it supports the point [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
- Facts or examples supporting a point are ___.
- To lead into evidence is to ___ it.
- To explain how evidence supports is to ___.
- Where evidence comes from is the ___.
- Class 4 measured bean ___.
- Who learned to record data?
- What do gardens turn lessons into?
- How often did Class 4 measure plants?
- Should evidence be relevant?
- Should it be explained?
Homework
Write a point with one piece of evidence and an explanation about something you know.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Facts or examples supporting a point are ___. | evidence | 1 |
| 2. To lead into evidence is to ___ it. | introduce | 1 |
| 3. To explain how evidence supports is to ___. | elaborate | 1 |
| 4. Where evidence comes from is the ___. | source | 1 |
| 5. Class 4 measured bean ___. | plants | 1 |
| 6. Who learned to record data? | Class 4 | 1 |
| 7. What do gardens turn lessons into? | real experiences | 1 |
| 8. How often did Class 4 measure plants? | weekly | 1 |
| 9. Should evidence be relevant? | yes | 1 |
| 10. Should it be explained? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 evidence; 2 introduce; 3 elaborate; 4 source; 5 plants. Level 2: 1 Class 4; 2 real experiences; 3 weekly. 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 Choose relevant 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 Include facts and examples | 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 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 |
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: choose relevant evidence; include facts and examples; introduce evidence; explain evidence.
Prerequisite knowledge. Main ideas.
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 5 » Writing; Grade 5 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.5.2b and W.5.1b (provide logically ordered reasons that are supported by facts and details); Cambridge Primary English Stage 5 (evidence in writing). These sources informed the lesson.