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Small-group printable · Activity 8 of 10Check a claim against the text
Separate a supported claim from an overstatement.
Print and teach
A4 PDF · 2 pages · learner page + separate adult notes and answers.
Suggested Years 2-4. Choose by current skill. Allow talk, pointing, drawing, writing or usual communication tools.
This is not a controlled decodable text. An adult can read the material aloud; record that support when reviewing responses.
Activity
On Monday, five learners tried a new pencil grip during one writing task. Three said it felt comfortable. One said it slipped, and one wanted more time to decide. The teacher planned another trial. No writing-speed results were collected.
- Is "Everyone liked the grip" supported? Give evidence.
- Is "Three learners found it comfortable" supported?
- Can the class conclude that the grip makes writing faster?
- Write one careful summary of the results.
Model it
I match every part of a claim with evidence. Comfortable does not mean faster.
Delivery steps
- Explain the aim and any unfamiliar background word without giving away the answer.
- Read the text once for meaning. Model the first question with the text visible.
- Let each learner answer a fresh question and point to supporting words. Compare ideas, reread and revise.
Answers and acceptable responses - for the adult
- No. Only three reported comfort; one reported slipping and one was undecided.
- Yes; it repeats a stated result.
- No; no writing-speed data were collected.
- In this small trial, three of five found the grip comfortable, but views differed and speed was not measured.
Support
Read aloud if decoding is a barrier and record that support. Offer a sentence starter or two candidate answers; ask for evidence rather than a guess. Accept oral or pointed responses.
Extend and transfer
Use a new short curriculum text and the same question type. Ask learners to write a question that can be answered from evidence, then check it with a partner.
Look for progress
Record whether the learner found evidence independently, after a location cue, or after modelling. Note vocabulary and decoding barriers separately.
If an answer is unsupported, return to the relevant sentence and model locating evidence. If word reading masks understanding, read the same text aloud and compare responses. Teach the missing vocabulary or reference link before adding inference demands.