Finding evidence and explaining it are related but different. A pupil may locate the correct sentence yet copy it without showing how it supports the answer. Teach a consistent routine: answer the question, find the relevant part and explain the connection.

Begin with a clear teacher model, then reduce support until the pupil can complete the process independently.

Ask a focused question

The question should make the type of evidence reasonably clear.

Instead of “What do you think about Sam?”, ask: “How do we know Sam was nervous before entering the room?” This directs the pupil to behaviour, thoughts or description in the text.

Before asking for evidence, check that the pupil understands the question. Clarify unfamiliar vocabulary in the question itself.

Model the full process

Think aloud:

1. Form an answer.

2. Decide what kind of evidence would support it.

3. Find the relevant word, sentence, picture or detail.

4. Explain how it connects.

For example:

Question: How do we know the weather is becoming dangerous?

Answer: The storm is getting worse.

Evidence: “The trees bent towards the ground and tiles lifted from the roof.”

Explanation: These details show that the wind is strong enough to damage buildings.

The explanation should add the connection, not repeat the quotation.

Use different types of evidence

Primary texts may require pupils to use:

• one precise word;

• a sentence;

• an illustration;

• information from two parts of a text;

• a sequence of events;

• a fact in a table or diagram.

Teach pupils to select only what is relevant. Underlining an entire paragraph makes it harder to see which part supports the answer.

Mark evidence without encouraging copying

Pupils may underline, highlight or place a bracket beside the relevant section. Then ask:

• “Which exact words matter?”

• “What do they show?”

• “How does that support your answer?”

Where writing is a barrier, allow the pupil to explain orally before recording a concise response.

Use a graduated routine

Move through:

• teacher models answer, evidence and explanation;

• pupil helps select evidence;

• pupil answers and finds evidence while teacher models the link;

• pupil completes all three after one prompt;

• pupil uses the process independently.

A prompt card can use three short headings: Answer. Find. Explain. Remove it once the pupil no longer needs it.

Keep the text central

Accept a reasonable inference when the evidence supports it. Do not insist on one exact wording if the pupil can justify a different interpretation.

If evidence is weak, return to the text: “That sentence tells us where they are. Which part shows how Sam feels?”

Common mistakes to avoid

• Asking broad questions with no clear evidence demand.

• Accepting a copied quotation without explanation.

• Highlighting too much text.

• Giving the line number before the pupil has attempted to locate evidence.

• Treating one interpretation as correct when another is well supported.

• Making the written frame so long that it becomes another barrier.

• Keeping the scaffold after the pupil can justify answers independently.

Evidence and further reading

The national curriculum English programmes of study include explaining understanding, answering questions and making inferences from what is read. The Education Endowment Foundation’s Reading Comprehension Strategies summary discusses explicit modelling and gradual movement towards independent strategy use.