--- title: "Supporting ideas with evidence" description: "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points" canonical: https://lightmysky.com/learn/english/supporting-ideas-with-evidence-mt_S3XMQOYt_D source: https://lightmysky.com/learn/english/supporting-ideas-with-evidence-mt_S3XMQOYt_D.md retrieved: 2026-11-12 --- > **Agent view.** This is the Markdown twin of the page, for tools and assistants. > When to use this site, and the call that answers each job: https://lightmysky.com/agent-instructions.md > API description (OpenAPI 3.1): https://lightmysky.com/openapi.json · Authentication: https://lightmysky.com/auth.md > Pricing: https://lightmysky.com/pricing.md · Catalog: https://lightmysky.com/llms.txt · Full catalog: https://lightmysky.com/llms-full.txt > Every machine-readable file on this domain: https://lightmysky.com/.well-known/ai-catalog.json > Ask for Markdown with `Accept: text/markdown`, a `.md` address, or `?mode=agent`. # Supporting ideas with evidence Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points Subject: English · Area: Reading Comprehension · Ages 10 to 11 Page: https://lightmysky.com/learn/english/supporting-ideas-with-evidence-mt_S3XMQOYt_D ## Ready when they can - Match each of an author's main points with the evidence used to support it - Evaluate whether the evidence provided adequately supports the author's argument - Identify points in a text that lack sufficient evidence or reasoning ## Lesson: Matching points to their evidence A point is an idea an author wants you to accept. A reason explains why; evidence supplies support through records, observations, examples or reports. Claims can concern facts or express judgements. Either kind can have support or lack it. Identify the point before choosing evidence. The practice passages in this topic are made-up examples, not reports of real studies. **Example.** A made-up report says: 'Our recycling program reduces landfill waste: it diverted 72 pounds of paper previously sent there. It lowers collection costs: our monthly bill fell by $90.' The diverted paper supports the waste point; the bill supports the cost point. Explain what each detail shows. The amount of paper thrown away before a program would not alone show a reduction. *(drawing: Match by what a detail shows, not by where it appears.)* Relevant evidence connects to the exact point. Comparing leaf shapes and recording results are science activities, so a report of pupils doing them supports a point about practising science. Described actions can also show pupils carrying out duties. A garden's gate colour would not show either skill or duty. Explain the connection; a nearby number or matching word is not enough. Check how much of a claim the support reaches. 'Books help people learn' is a factual claim, but it does not show that every pupil needs more books. You would need information about those pupils' present needs. A general fact can be relevant yet insufficient. Missing support does not turn a factual claim into an opinion. Match quantities carefully. More books borrowed does not mean more children borrowed or read them; the same children might borrow more. Compare prices for the same service over the same period. A result recorded after a change may support a point without proving the change caused it. Describe what was measured and what remains unknown. Reports of feelings can be evidence. In a made-up survey, all 25 club members each choose one answer about a visit: enjoyed or did not enjoy. Seventeen choose enjoyed; eight choose did not enjoy. These answers support claims about those members' enjoyment, not everyone's. 'The best visit' alone gives a judgement without supporting detail. Separate claim type from support, and check whose experience a report describes. Repeating a point in new words adds no new support. Look for an observation, record or example beyond the claim itself. To compare two arguments, ask which support addresses the claimed result more directly. A measured change in task time addresses speed more directly than calling the task pleasant. A study label alone does not establish relevance or quality. To count support, list the points and connect relevant details to them. Count matches when asked for point-evidence pairs. Count distinct details when asked for pieces of evidence; a repeated claim adds none. To find unsupported points, identify those with no relevant support. If all other points have support, subtract their number from the total. One detail can support several points if you can explain each connection. Evidence can also support a specific reason and contribute through it to an overall recommendation. A report of quicker journeys may directly support a time-saving reason for a new route. Through that reason, it can help support choosing the route. Its position in the paragraph does not decide what it supports. **Recap.** Explain which points each detail supports, how it connects and whether it reaches the whole claim. Check reports rather than accepting numbers alone. *Lesson, practice questions and flashcards written for this dataset. Practice passages and their reported results are fictional.* ## Practice 23 questions on this page, each with its working shown. ## Needs first - [How authors support their points](https://lightmysky.com/learn/english/how-authors-support-their-points-mt_k-V37x3zsF) ## Opens up - [Using and Evaluating Textual Evidence](https://lightmysky.com/learn/english/using-and-evaluating-textual-evidence-mt_dmFnJzxKwz)