How authors support their points
Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient
What a learner can do afterwards
- Identify the key points an author makes in an informational text and list the specific reasons and evidence provided to support each point
- Evaluate whether the evidence an author uses (facts, statistics, examples, expert opinions) is relevant to the point being made and sufficient to be convincing
- Distinguish between well-supported claims backed by evidence and unsupported opinions or assertions in an informational text
The lesson
When you read an article, notice the points the author makes. A good author does not just state a point. They back it up with reasons and evidence, like facts, numbers, examples, or things experts say.
An author argues recess should be longer. A weak reason sounds like this: because I said so. A strong reason sounds like this: a study found kids who get more recess pay closer attention in class afterward. The second reason gives evidence you can check.
Good evidence should be relevant, meaning it actually connects to the point, and sufficient, meaning there is enough of it. One tiny example is rarely enough to prove a big claim.
Watch for the difference between a real claim and an opinion. Ice cream is the best snack is an opinion. Ice cream outsold every other snack at the fair, according to the sales records, is a claim backed by evidence.
Find the author's point, then check if the reasons and evidence are relevant and enough to convince you.
Watch it
Where it sits
Learn first
This opens up
Where this leads
8 questions wait behind this lesson, each with its answer explained. Every answer feeds the sky: stars light as they are learned, and dim when it is time to come back.