You will learn
- Find the claim.
- List the main reasons.
- Note the conclusion.
- Write a fair summary.
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
- Listen for the claim.
- Note reasons.
- Note the conclusion.
- Summarise fairly.
Words to know
a claim supported by reasons
the point the speaker wants you to accept
why the speaker thinks the claim is true
a short, fair account of the main points
1. Discover: The speech on library hours
Dayo hears a speech: “Our school library should open on Saturdays. First, many pupils have no books at home. Second, a quiet place helps pupils finish homework. Third, studies show that pupils who read on weekends improve faster. For these reasons, the library should open on Saturdays.”
His summary: The speaker argues that the library should open on Saturdays because many pupils lack books, a quiet space helps with homework, and weekend reading improves skills.
Think: Which parts did he include?
2. Understand: The argument in your own words
Idea 1: Claim and reasons
An argument has a claim and reasons. Signal words such as first, second, because mark them.
Idea 2: Conclusion
Note the speaker’s final point or call to action.
Idea 3: Summarise fairly
A summary is short, in your own words and fair: do not add your opinion.
3. Worked examples
Example 1 (I show you): Claim
What is the claim?
- Library.
Answer: the library should open on Saturdays
Example 2 (We do it together): Reasons
Give two reasons.
- First, second.
Answer: many pupils lack books; a quiet space helps homework
Example 3 (You try): Fair
What should a summary avoid?
Show the steps and answer
- Opinion.
Answer: adding your own opinion
Did you know?
Journalists summarise speeches in a few sentences for the news.
Why this matters
Summarising shows you understood and helps you remember.
4. Explore: Sum it up
Summarise a speech.
- Listen to a short speech.
- Note the claim.
- Note two reasons.
- Write a two-sentence summary.
Think about it: what did you notice?
You can summarise arguments.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The speaker argues that ___.
- The main reasons are ___.
- The speaker concludes ___.
- In short, ___.
Guided practice
Question 1. A claim supported by reasons is an ___.
argument
Question 2. The point the speaker wants accepted is the ___.
claim
Question 3. Why the claim is true is the ___.
reason
Independent practice
Level 1: Start
- A claim supported by reasons is an ___.
- The point the speaker wants accepted is the ___.
- Why the claim is true is the ___.
- A short fair account is a ___.
- The library should open on ___.
Level 2: Grow
- How many reasons were given?
- What helps pupils finish homework?
- What do studies show?
Level 3: Stretch
- Should a summary add your opinion?
- Should it be in your own words?
- Should it include the claim?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Summarise a short speech or advert in two sentences.
Show a sample answer
a summary
Another one. Summarise a short argument heard on the radio or television for a family member.
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 the claim.
- I can list the main reasons.
- I can note the conclusion.
- I can write a fair summary.
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
- Listen for the claim.
- Note reasons.
- Note the conclusion.
- Summarise fairly.
11. Next lesson
Next lesson: Identifying claims and evidence. 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 an argument? [1 mark]
- Identify the claim and one reason in the speech. [2 marks]
- What is a summary? [1 mark]
- What must a summary avoid? [1 mark]
- Explain how to summarise a spoken argument. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a claim supported by reasons [1]
- the library should open on Saturdays [1]; many pupils lack books [1]
- a short fair account of the main points [1]
- the summariser’s own opinion [1]
- listen for the claim and reasons [1]; note the conclusion [1]; write briefly, fairly and in your own words [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 claim supported by reasons is an ___.
- The point the speaker wants accepted is the ___.
- Why the claim is true is the ___.
- A short fair account is a ___.
- The library should open on ___.
- How many reasons were given?
- What helps pupils finish homework?
- What do studies show?
- Should a summary add your opinion?
- Should it be in your own words?
Homework
Summarise a short argument heard on the radio or television for a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A claim supported by reasons is an ___. | argument | 1 |
| 2. The point the speaker wants accepted is the ___. | claim | 1 |
| 3. Why the claim is true is the ___. | reason | 1 |
| 4. A short fair account is a ___. | summary | 1 |
| 5. The library should open on ___. | Saturdays | 1 |
| 6. How many reasons were given? | three | 1 |
| 7. What helps pupils finish homework? | a quiet place | 1 |
| 8. What do studies show? | weekend reading improves skills | 1 |
| 9. Should a summary add your opinion? | no | 1 |
| 10. Should it be in your own words? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 argument; 2 claim; 3 reason; 4 summary; 5 Saturdays. Level 2: 1 three; 2 a quiet place; 3 weekend reading improves skills. 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 Find 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 List the main 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 Note the conclusion | 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 Write a fair summary | 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 the claim; list the main reasons; note the conclusion; write a fair summary.
Prerequisite knowledge. Academic listening.
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 6 » 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.6.3 (delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not); Cambridge Primary English Stage 6 (listening and summarising). These sources informed the lesson.