Tutor guidance · 25 minutes

Finding Evidence in a Story

Help the learner locate an explicit detail and use it in an answer. The aim is relevant evidence, with a clear sentence as a writing scaffold.

Curriculum and placement

Cambridge Primary English 0058, first-language pathway, Stage 4. A school’s Grade 4 label alone does not establish Cambridge Stage 4 placement. Confirm the learner’s curriculum and current reading needs.

4Ri.14 — Find and use information relevant to a reading question.
4Ri.15 — Support a response using a particular point from the text.

This introductory lesson addresses these two reading objectives. It does not cover the whole Stage 4 curriculum and is not an official Cambridge assessment.

A teaching sequence

Read together · 5 minutes. Let the learner read the three short parts. Explain seedlings, gust and fastened. Read aloud if decoding is getting in the way, and note that support separately from comprehension.
Model · 5 minutes. Ask where Amina put the labels. Think aloud: “Where asks for a place.” Find the garden notebook sentence, then build the answer. Change the question to who to show why a different detail is needed.
Practise · 6 minutes. Ask the learner to choose evidence for where, why and how. Before checking, ask them to read the chosen words aloud and explain how they answer the question.
Write and revise · 5 minutes. Ask where Ben found the labels. Compare the learner’s answer with the example. Accept accurate paraphrases. Use the checklist to improve clarity without turning a reading check into a spelling test.
Transfer · 4 minutes. Use the library story and sports hall check with less support. Revisit unchecked or incorrect answers and finish with the oral reflection.

Evidence and acceptable answers

Where were the trays?: On a low table beside the window. “On the table by the window” preserves the relevant meaning.
Why did Ben open the window?: The room was warm. “Because it was hot in the classroom” is an acceptable paraphrase. Wind scattering the labels is a later event, not his reason.
How did they fasten the labels?: With small clips. “Clips” finds the correct detail; model a full sentence to make the answer clearer.
Where did Ben find the labels?: Ben found the labels in the garden notebook, between the last two pages. “In the notebook” is relevant but less precise; prompt for where inside it. Accept “at the back of the notebook, between the last two pages”.
Why did the dictionaries stay in the box?: Their shelf was being repaired. “The shelf was being fixed” is accurate.
Where did Omar leave his blue bag?: Under the bench. The carrier bag held shoes, and a locker is an unsupported guess.

Support and extend

For support, read the passage aloud, contrast just two sentences and underline the question word. Offer the starter “Ben found the labels…” and let the learner rehearse orally before writing.

For extension, ask the learner to write a new where, why or how question and choose the exact sentence a partner would need. Ask them to explain why a true detail might still be irrelevant.

Keep this lesson on information stated in the text. Character motivation and inference beyond an explicit reason belong in later lessons.

Use the review accurately

The five evidence checks show the latest checked responses, including retries. An unchecked answer earns no point. Record how much prompting the learner needed separately. Writing checkboxes record self-review, not automatic grades or independent mastery.

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Source and scope

Objective summaries are paraphrased from the Cambridge framework. All lesson and practice stories are original Find Tutor material.

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