Three Versions of a Claim

Worked classroom example

Biology

Worked example

Change “proves” to “suggests” when a small sample supports a pattern but not a universal rule.

Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.

Teaching sequence

1. Set up one set of results; name the subject question and show a short model of the task.
2. Learners write a claim as certain, cautious and evidence-limited; choose the version the evidence allows. Give quiet thinking time before pairs or groups compare what they noticed.
3. Ask each learner to share or record one independent response. Use the example from Biology to check the idea, then fade one prompt on the next attempt.

Try it in your next lesson

Prepare

Use one set of results. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Write a claim as certain, cautious and evidence-limited; choose the version the evidence allows.

Check independent transfer

Ask each learner to share or record one independent response. Use the example from Biology to check the idea, then fade one prompt on the next attempt.

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

Can you explain why that choice fits this task?

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

Use oral rehearsal, a brief model and a limited sentence frame. Remove one support for the fresh writing task. 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.