You will learn
- Use criteria.
- Judge content and organisation.
- Judge delivery.
- Give constructive feedback.
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 with criteria.
- Note strengths.
- Note improvements.
- Give kind, specific feedback.
Words to know
standards used to judge quality
helpful comments that help someone improve
how a speaker speaks and presents
a scoring guide listing criteria
1. Discover: Judging the talks
Class 6 uses a rubric with four criteria: content, organisation, delivery and visuals. After Zainab’s talk on solar energy, Kemi gives constructive feedback: “Your facts were accurate and your three points were clearly ordered. Your voice was steady. One improvement: your diagram was small, so make it bigger next time.”
Think: What makes Kemi’s feedback helpful?
2. Understand: Fair and helpful judging
Idea 1: Criteria
Use criteria from a rubric: content, organisation, delivery and visuals.
Idea 2: Strengths first
Name what worked, with a detail, before suggesting changes.
Idea 3: Constructive feedback
Constructive feedback is specific, kind and useful: One improvement… next time…
3. Worked examples
Example 1 (I show you): Criteria
Name two criteria.
- Rubric.
Answer: content and delivery
Example 2 (We do it together): Strength
Name one strength noted.
- Facts.
Answer: accurate facts or clear order
Example 3 (You try): Improve
What improvement was suggested?
Show the steps and answer
- Diagram.
Answer: make the diagram bigger
Did you know?
Good feedback is specific; vague comments like nice help very little.
Why this matters
Evaluating talks helps you improve your own speaking.
4. Explore: Feedback form
Evaluate a talk.
- Listen to a short talk.
- Use a four-criteria rubric.
- Write one strength.
- Write one improvement.
Think about it: what did you notice?
You can give feedback.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A strength was ___.
- One improvement is ___.
- The content was ___.
- Next time, try ___.
Guided practice
Question 1. Standards used to judge quality are ___.
criteria
Question 2. Helpful comments for improving are ___ feedback.
constructive
Question 3. How a speaker speaks is the ___.
delivery
Independent practice
Level 1: Start
- Standards used to judge quality are ___.
- Helpful comments for improving are ___ feedback.
- How a speaker speaks is the ___.
- A scoring guide is a ___.
- Zainab spoke on ___ energy.
Level 2: Grow
- Who gave feedback?
- What was small?
- How many criteria were used?
Level 3: Stretch
- Should feedback be specific?
- Should it be kind?
- Is nice enough?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Evaluate a talk using a rubric and write one strength and one improvement.
Show a sample answer
a feedback note
Another one. Watch a short talk online or on TV and give one strength and one improvement.
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 use criteria.
- I can judge content and organisation.
- I can judge delivery.
- I can give constructive feedback.
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 with criteria.
- Note strengths.
- Note improvements.
- Give kind, specific feedback.
11. Next lesson
Next lesson: Formal presentations. 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 are criteria? [1 mark]
- Name three criteria for a presentation. [3 marks]
- What is constructive feedback? [1 mark]
- Give a sentence of constructive feedback. [1 mark]
- Explain how to evaluate a presentation. [3 marks]
Total: 9 marks.
Marking guide and model answers
- standards used to judge quality [1]
- content [1]; organisation [1]; delivery or visuals [1]
- helpful comments that help someone improve [1]
- a kind, specific suggestion [1]
- use criteria from a rubric [1]; note strengths with details [1]; suggest kind, specific improvements [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
- Standards used to judge quality are ___.
- Helpful comments for improving are ___ feedback.
- How a speaker speaks is the ___.
- A scoring guide is a ___.
- Zainab spoke on ___ energy.
- Who gave feedback?
- What was small?
- How many criteria were used?
- Should feedback be specific?
- Should it be kind?
Homework
Watch a short talk online or on TV and give one strength and one improvement.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Standards used to judge quality are ___. | criteria | 1 |
| 2. Helpful comments for improving are ___ feedback. | constructive | 1 |
| 3. How a speaker speaks is the ___. | delivery | 1 |
| 4. A scoring guide is a ___. | rubric | 1 |
| 5. Zainab spoke on ___ energy. | solar | 1 |
| 6. Who gave feedback? | Kemi | 1 |
| 7. What was small? | the diagram | 1 |
| 8. How many criteria were used? | four | 1 |
| 9. Should feedback be specific? | yes | 1 |
| 10. Should it be kind? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 criteria; 2 constructive; 3 delivery; 4 rubric; 5 solar. Level 2: 1 Kemi; 2 the diagram; 3 four. 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 Use criteria | 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 Judge content and organisation | 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 Judge delivery | 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 Give constructive feedback | 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: use criteria; judge content and organisation; judge delivery; give constructive feedback.
Prerequisite knowledge. Analytical questions.
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 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 and SL.6.4 (evaluate a speaker’s argument; present claims and findings); Cambridge Primary English Stage 6 (evaluating talks). These sources informed the lesson.