LAFS.4.RI.3.8

Explain how an author uses reasons and evidence to support particular points in a text.
General Information
Subject Area: English Language Arts
Grade: 4
Strand: Reading Standards for Informational Text
Idea: Level 3: Strategic Thinking & Complex Reasoning
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: TM , EBSR , ST , MC item(s)

  • Assessment Limits :

    Items may require the student to identify the ways an author uses evidence or details to support key points in the text. Items may require the student to describe how or why an author uses evidence or details to support key points in the text.

  • Text Types :

    The items assessing this standard may be used with one or more grade-appropriate informational texts. Texts may vary in complexity.

  • Response Mechanisms :

    The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice item type). The Sample Response Mechanisms May include, but are not limited to, the examples below.

  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Explain how an author uses reasons or evidence to support a particular point from the text.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select an explanation of how an author supports a particular point in the text and then to select reasons and evidence from the text used to support that point. 
    EBSR
    • Requires the student to select a particular point made in the text and then to select reasons and evidence from the text that support that particular point. 
    Multiple Choice
    • Requires the student to select an explanation of how an author uses reasons and evidence in a text to support a particular point. 
    Table Match 
    • Requires the student to complete a table by matching points or claims with supporting reasons or evidence.

Related Courses

This benchmark is part of these courses.
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
5010030: Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
5021060: Social Studies Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 - 2023, 2023 and beyond)
5010045: Language Arts - Grade Four (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
7710015: Access Language Arts - Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 - 2023, 2023 and beyond)
7721015: Access Social Studies - Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023 (current), 2023 and beyond)
5010104: Introduction to Debate Grade 4 (Specifically in versions: 2020 - 2022 (current), 2022 and beyond)

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.4.RI.3.AP.8a: Identify facts and examples that an author uses to support a specific point or argument in an informational text.
LAFS.4.RI.3.AP.8b: Use two texts to gather different types of information relevant to a specific topic.
LAFS.4.RI.3.AP.8c: Identify and use the most relevant information from two texts to write or speak about various aspects of a specific topic.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

BUGS...Food Of The Future?:

In this 4th grade MEA, students will work in groups to develop a procedure to rank which insect would be the best bug to farm for human consumption in the USA. Students will consider factors such as nutritional value, length of insect life cycle, stage of life cycle the insect can be served, notes from chefs, customer tasting notes, level of difficulty to farm, and price. This MEA allows students to apply scientific content, metamorphosis, in a real world application, while developing high-level problem solving skills.

Type: Lesson Plan

Close Reading Exemplar: "The Making of a Scientist":

The goal of this two to three day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to absorb deep lessons from Richard Feynman's recollections of interactions with his father. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will identify how and why Feynman started to look at the world through the eyes of a scientist. When combined with writing about the passage, students will discover how much they can learn from a memoir.

Type: Lesson Plan

STEM Lessons - Model Eliciting Activity

BUGS...Food Of The Future?:

In this 4th grade MEA, students will work in groups to develop a procedure to rank which insect would be the best bug to farm for human consumption in the USA. Students will consider factors such as nutritional value, length of insect life cycle, stage of life cycle the insect can be served, notes from chefs, customer tasting notes, level of difficulty to farm, and price. This MEA allows students to apply scientific content, metamorphosis, in a real world application, while developing high-level problem solving skills.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.