Evidence Detectives

Overview

Students will read a short, grade-appropriate informational passage and use specific details to answer who, what, where, when, and why questions. They will compare answers with a partner and briefly explain which evidence supports each response.

Learning intentions

Students will be able to:

• Ask and answer who, what, where, when, and why questions about an informational text.
• Locate relevant details and use them as evidence.
• Compare a partner’s response with their own and resolve differences using the passage.
• Explain how text details support a particular answer.

Success criteria

• I can answer each question using information from the passage.
• I can underline or identify the exact detail that supports my answer.
• I can compare my response with a partner’s and make revisions when needed.
• I can explain which evidence supports my answer.

Curriculum links

• Reading informational text — explain how reasons and evidence support particular points.
• Reading informational text — explain relationships among individuals, events, ideas, or concepts using specific information.
• Reading informational text — use information from a source to locate answers efficiently.
• Speaking and listening — present an answer clearly and refer to evidence from a shared text.

Lesson structure (20 minutes)

1. 0–3 min · Hook and purpose. Teacher opens the question-and-evidence introduction deck and displays a striking image of students building a community garden beside the question, “How can we prove what happened?” Students make one prediction and briefly identify what kind of detail could prove it.

2. 3–6 min · Model the five questions. Teacher displays the short passage, “A Garden for the Neighborhood,” in the question-and-evidence introduction deck and models one question, such as “Where did the students plant the garden?” Think aloud: “I will not guess; I will find the sentence that gives the location.” Students help label the question as who, what, where, when, or why and observe how an answer differs from evidence.

3. 6–11 min · Read and complete the worksheet. Teacher distributes the five-question evidence worksheet and reads the shared passage aloud once while students follow. Students reread independently or with a partner, answer the five questions, and underline or copy a supporting detail for each answer. The teacher checks that students are matching each detail to the correct question rather than copying unrelated information.

4. 11–15 min · Partner evidence check. Teacher directs students to compare answers using the question-and-evidence introduction deck, which displays the prompts “Do we agree?”, “What sentence proves it?”, and “Does this detail answer the same question?” Students work in pairs; because there are three students, one student joins a pair as a rotating evidence checker, then switches after two questions. Partners explain differences and revise an answer only when the passage supports the change.

5. 15–19 min · Brief partner presentations. Teacher displays the presentation frame in the question-and-evidence introduction deck: “Our answer to the ___ question is ___. The text supports this because it says ___.” Each pair presents two answers and their supporting details; the third student presents with the pair or serves as the first audience questioner. Listeners identify whether each cited detail directly supports the answer.

6. 19–20 min · Exit check. Teacher asks students to complete the final reflection box on the five-question evidence worksheet: “Which answer was best supported by the text? Copy or describe the evidence.” Students submit the worksheet as they leave.

Resources

• the question-and-evidence introduction deck
• the five-question evidence worksheet
• One shared informational passage, “A Garden for the Neighborhood,” included on the worksheet and slides
• Pencils or highlighters
• Document camera or display
• Optional audio reading of the passage
• Timer

Assessment

• During worksheet work, check whether students answer all five question types and connect each answer to a relevant passage detail.
• During partner checking and presentations, listen for accurate use of evidence and whether students can explain why a detail supports an answer.
• Use the final worksheet reflection to identify students who can select evidence independently and those who need further modeling.

Differentiation

• Support readers with a dyslexia-friendly copy: use a clear sans-serif font, larger spacing, short line lengths, bold question words, and optional teacher or audio read-aloud. Allow students to track text with a ruler or index card.
• Provide sentence starters such as “The answer is ___ because the passage says ___” and “I agree/disagree because ___.” Read each question aloud before students begin.
• For students needing additional support, assign two questions first, locate the matching paragraph together, and use color-coding for the question word and evidence.
• For advanced learners, ask them to explain why one possible detail does not support an answer or to combine two details to give a stronger explanation.

Extension

• Students write one new who, what, where, when, or why question about the passage and exchange it with a partner to answer using evidence.
• Students identify the passage’s overall structure, such as chronological order or cause and effect, and explain how that structure helps the reader understand the garden project.