RI.3.8 Examine Author’s Points, Reasons, Evidence

RI.3.8 Examine Author’s Points, Reasons, Evidence

For this standard, we are going to examine the author’s points, reasons, and evidence in a text. When reading informational texts, look for the points an author makes. Then we will work to find out how an author uses reasons and evidence to support those points. In order to do this, we will have to understand which reasons and evidence support which points.

A reason is the why behind someone’s point. It is the explanation for why that point is true. For example, if I write that cell phones can be educational for students, I am making a point. Do I have a reason? Yes. My reason is that students can use Google to look up important information they may need to know. This is what authors do in their writing. They make points, and then they support those points with reasons and evidence.

A point is a significant, or important, idea that is developed by the author of the text. Points can be explicit. The author may directly state the point he/she is trying to make.  Points can be implied. The author may use many details to suggest or indirectly state the point he/she is trying to make.  Authors make many points throughout a text. All of these points work together to create the main ideas of a text. The term “points” may remind you of when we learned about main ideas.

We learned that a Main Idea is a Topic + Point.  When we discussed a main idea, we considered the details provided in the text to help us determine the overall point the author made throughout the text. How are the points that the author makes in a text different from a main idea? Points are important messages the author shares in a text, but they may not explain the gist of the majority of the text. Points are supported by details in a particular portion or section of the text. An author may introduce new points in later portions of a text. Let’s look a little more closely at how an author may support the points provided in a text.

Authors support their points using reasons and evidence. Reasons explain why an author believes the point that is being made. When determining the reasons an author uses to support a point, we can ask ourselves: Why does the author have this belief? How does the author elaborate on the point? Evidence provides specific examples and detailed information to prove the author’s point. When determining how an author uses evidence to support a point, we can ask ourselves” What kind of information does the author provide to prove that the point is true (facts, direct quotes, numbers such as statistics)? We may not be asked to tell the difference between reasons and evidence, but it’s important that we know what these words refer to!

The Newest Board Sport

Go to this link to Access the text: www.tinyurl.com/NewestSportText

OR

Use your camera to view the QR Code.

Multiple Choice

How does the author support the point that there are benefits to playing chess?

• By asking each of the members of the Rooks team to explain how it has helped them.

• By including an interview question on the benefits with a top player like Maurice Ashley.

• By providing a visual of the chess board.

• By listing multiple benefits within the text

Multiple Choice

This question has two parts. First, answer Part A. Then, answer Part B.

Part A: What sentence gives a point made by the author of The Newest Board Sport?

• Top players need high amounts of mental energy to do well in chess.

• Chess players are usually teenagers who win trophies.

• Top players are born able to play well and don’t need to study.

• Chess players are usually seen as the cool kids.

Multiple Select

Part B: Select two details below that support your answer in Part A.

• “One game can last as long as six hours, during this time, players need to remain focused.”

• “However, what chess and all sports are about, he says, is not just what fans see, but also the energy that goes into the game.”

• “The answer is almost always a surprise.”

• “These Harlem middle school boys are a chess team.”

• “The Rooks are named for a chess piece called a rook, or castle.”

Multiple Choice

Select which details support the author’s points listed below.

A few ask, “What sport do you play?” or “Are you a singing group?” The answer is almost always a surprise.

• Author’s Point: The common image of chess is changing.

• Author’s Point: Maurice Ashley worked hard to become a top chess player.

• Neither

Multiple Choice

Select which details support the author’s points listed below.

Maurice Ashley’s response was to hit the library.

• Author’s Point: The common image of chess is changing.

• Author’s Point: Maurice Ashley worked hard to become a top chess player.

• Neither

Multiple Choice

Select which details support the author’s points listed below.

He played against the Black Bears during “chess rumbles” to practice.

• Author’s Point: The common image of chess is changing.

• Author’s Point: Maurice Ashley worked hard to become a top chess player.

• Neither

Multiple Choice

Select which details support the author’s points listed below.

This program brings great chess players into the public schools.

• Author’s Point: The common image of chess is changing.

• Author’s Point: Maurice Ashley worked hard to become a top chess player.

• Neither

Multiple Choice

Select which details support the author’s points listed below.

This hip team of teens challenges what people often think about chess: that kids will be bored by a board game.

• Author’s Point: The common image of chess is changing.

• Author’s Point: Maurice Ashley worked hard to become a top chess player.

• Neither

Congratulations!

You have completed the FSA Review of Standards RI.3.8