Find Author’s Claim with Reasons and Evidence

• Have students discuss what they think the main idea is, along with evidence that supports it.
• Set up the completed Author’s Claim, Reason, and Evidence teacher model covering everything but the title and author.
• Go over the first section of the read-aloud, moving from author’s point, to reason, then evidence, revealing the previously filled out answers as you discuss each part.

• Hand out the second of three nonfiction text selections for each student to read.
• As they finish, have your class think, pair, and share the author’s point, reasons, and evidence with a partner.
• Have your students fill out section B of the Author’s Claim, Reasons, and Evidence worksheet in their partnerships.
• Review class answers and provide feedback on clarity and accuracy of their responses.

• Explain to you class that they will then perform this activity on their own with a third nonfiction text selection.
• Instruct them to fill in sections A and B of the Author’s Claim, Reasons, and Evidence worksheet.
• Hand out a copy of the Author’s Claim, Reason, and Evidence worksheet to each student.
• Answer any clarifying questions about the assignment.
• Post the Volunteer Sign-Up sheet for student groups or individuals to share their finished work during review time.
• Explain your class work time expectations and protocols.
• Instruct students to begin working.

Support:

• Offer these students copies of the Author’s Claim, Reasons, and Evidence worksheets with a prescribed text selection and author’s point so that they can focus on the reason and evidence.
• Classmates can work in strategic partnerships at your discretion.

Enrichment:

• Students may choose their own text selections from the prescribed text or a different text during work time.

• Walk around during work time and check in with students to see that they have valid points, reasons, and supporting evidence.
• Ask leading questions to assist as needed. Examples include: Where is the evidence in the text that supports the author’s point? What’s the point and how do you know?
• A student roster with blank columns can be helpful for taking notes on each student as you perform quick check-ins.
• Assessment time is embedded into class work time. However, student work may be collected for review at a later time.
• Feedback forms at the closing of the lesson can be reviewed at a later time to evaluate how the lesson was received and to gather future teaching recommendations.

• Allow class groups or individuals from the Volunteer Sign-Up sheet to share their finished work.
• Have your class work in partners to complete their End of Lesson Feedback Surveys and collect them.