--- 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: 2026-10-19 --- > **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 You already know that authors back up their ideas with reasons and evidence. Longer texts usually make more than one point, and each point needs its own evidence. Your job now is to match each specific point with the exact evidence that supports it, not just spot evidence somewhere in the text. **Example.** Read this: 'Our school should start a recycling program. First, recycling cuts landfill trash: our cafeteria throws away 200 pounds of paper every month. Second, recycling saves money: schools with bins spent $500 less on trash pickup.' The first point (cuts landfill trash) matches the 200-pound fact. The second point (saves money) matches the $500 fact. Two points, two separate pieces of evidence. *(drawing: Each point grabs its own evidence. The 200 pounds fact belongs to the trash point, and the $500 fact belongs to the money point.)* **Tip.** Before you accept a piece of evidence, ask: does this fact or number actually prove the point, or does it just sound convincing? Real evidence is something you could check, like a count or a measurement. A feeling is not evidence. **Example.** The same recycling text also says: 'A recycling program would make students feel proud, since kids like helping the environment.' This point has no real evidence behind it, just an opinion. When a point has no fact or example backing it up, mark it as weak. **Recap.** Match every point to its own evidence, and watch for points that have no real evidence behind them. ## 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)