Link the Evidence
Write two evidence sentences and add a linking sentence that explains their relevance.
Worked classroom example
History
Connect a source detail to the argument instead of leaving the quotation to speak for itself.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Set up two facts or quotations; name the subject question and show a short model of the task.
- Learners write two evidence sentences and add a linking sentence that explains their relevance. Give quiet thinking time before pairs or groups compare what they noticed.
- Ask each learner to share or record one independent response. Use the example from History to check the idea, then fade one prompt on the next attempt.
Materials and purpose
two facts or quotations
This makes the writing move visible before learners work alone. A short model and a chance to revise help them keep the subject meaning accurate as their sentences become clearer.
Try it in your next lesson
Prepare
Use two facts or quotations. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Write two evidence sentences and add a linking sentence that explains their relevance.
Check independent transfer
Ask each learner to share or record one independent response. Use the example from History 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
What in the example makes you say that?
“What does your reader need to understand at this point?”
“Which revision makes the relationship between your ideas clearer?”
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.