Evidence into Explanation
Learners move from claim to selected evidence to an explanation of how it supports the claim.
Worked classroom example
English
Support an interpretation with one short quotation and an explanation of its effect.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Provide a claim and two possible details, one stronger than the other.
- Model selecting a detail and adding “This shows… because…”.
- Learners write their own evidence-and-explanation pair.
Materials and purpose
a claim and two source details
Evidence is stronger when writers explain its relevance rather than simply copy it.
Try it in your next lesson
Prepare
Use a claim and two source details. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Learners move from claim to selected evidence to an explanation of how it supports the claim.
Check independent transfer
Learners write their own evidence-and-explanation pair.
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 does this evidence help you show?
“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.