Reading Informational Text

Grade Level

4th Grade

Duration

30 minutes

Class Size

8 students (online)

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Common Core Standard

CCSS.ELA-LITERACY.RI.4.3.B
Explain how an author uses reasons and evidence to support particular points in a text.

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify reasons and evidence an author uses to support points in an informational text.
• Explain the relationship between the author’s points and the supporting evidence.
• Use textual evidence to justify their explanations verbally and in writing.

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Materials Needed

• Digital copy of a short informational text (age-appropriate, approx. 200-300 words) on a science or social studies topic (e.g., "Why Trees are Important")
• Virtual whiteboard or shared Google Doc
• Sticky notes or virtual post-it notes tool (for students to mark evidence)
• Graphic organizer template (Reasons and Evidence chart)
• Breakout room capability (if available in online platform)

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Lesson Outline

1. Introduction (5 minutes)

• Warm-up Question: “Have you ever had to convince someone to agree with you? How did you do it?” (Use chat or unmute to share)
• Briefly introduce the purpose of today’s lesson: understanding how authors convince readers by using reasons and evidence in informational texts.
• Directly read aloud the CCSS standard in student-friendly terms: “We will learn how to find the reasons and facts authors use to help us understand their ideas.”

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2. Guided Reading & Modeling (10 minutes)

• Display the informational text on screen and read it aloud together with the students.
• On the virtual whiteboard or shared doc, model identifying one point the author makes (e.g., “Trees give us oxygen”).
• Ask students: “What reason or evidence does the author give for this point?”
• Highlight or underline the specific sentences that support this point.
• Fill out the graphic organizer together as a class: Point | Reason/Evidence
• Repeat for one or two additional points in the text.

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3. Independent/Partner Activity (8 minutes)

• Place students into pairs or allow them to work independently with the text.
• Ask them to find one new author point and the evidence/reason supporting it using the graphic organizer.
• Students annotate the text or place virtual sticky notes next to the evidence.
• Prompt: “Be ready to explain why this part supports the author’s point.”
• Teacher monitors and provides support by visiting breakout rooms or one-on-one chat.

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4. Sharing and Explanation (5 minutes)

• Bring the group back together.
• Ask 2-3 students to share their point and evidence with the class, explaining why the evidence supports the point.
• Encourage classmates to ask questions or add to explanations.
• Provide positive feedback highlighting good use of evidence.

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5. Closing and Assessment (2 minutes)

• Quick formative assessment: “In the chat, type one reason or piece of evidence the author used today.”
• Reiterate learning objectives and praise students for their efforts.
• Provide a brief takeaway: “Authors want to help us understand their ideas by giving reasons. In our next lesson, we will practice writing reasons and evidence.”

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Differentiation Strategies

• For students needing extra support, provide sentence starters like: “The author says…, and the evidence is…”
• Challenge advanced students by asking them to discuss how the reasons and evidence make the author’s ideas stronger or more convincing.

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Notes for Teacher

• Use energetic and clear speech to keep an online audience engaged, with occasional pauses for student responses.
• Use the chat feature to allow shy students to participate comfortably.
• Utilize visuals on the shared screen to support comprehension, including highlighting and annotation tools.
• Encourage active participation by having students annotate digitally (sticky notes, highlights).

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Alignment Summary

• This lesson fully addresses CCSS.ELA-LITERACY.RI.4.3.B by focusing on explaining how authors use reasons and evidence in texts.
• Activities scaffold understanding from guided modeling to independent practice and oral explanation, meeting the cognitive demands of the standard.
• The formative assessment at the end monitors comprehension and readiness to progress.

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This detailed, engaging online lesson allows 4th graders to decode informational texts actively while practicing critical thinking skills tied directly to Common Core standards. It leverages technology to keep students involved and builds foundational skills in analyzing author intent and support.