Source Claim Audit
Compare a claim with the source before accepting it.
Worked classroom example
Across subjects
A poster invites people to enlist. It supports “The creators wanted more recruits”, but does not establish “Everyone wanted to enlist”.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Read the claim and identify its important words.
- Locate the exact source detail needed to support it.
- Classify the claim as supported, contradicted or not established.
- Rewrite an overclaim so it matches the available evidence.
Materials and purpose
a short source and a plausible claim
Use a precise language move to make subject understanding visible, then check it on fresh content.
Try it in your next lesson
Prepare
Use a short source and a plausible claim. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Compare a claim with the source before accepting it.
Check independent transfer
Give a fresh claim about the same source and require an individual decision and detail.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
What can this source establish, and what remains unknown?
“What does the source actually say, and what are you inferring?”
“What cannot be concluded from this evidence alone?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Chunk the source, gloss essential terms and model one evidence selection. Keep the question’s reasoning demand. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.