• Use the following checklist, when observing or conferencing with students, to evaluate students’ understanding of the following concepts:
  • Student accurately explains what it means to make an assertion.
  • Student demonstrates the ability to identify an author’s assertion or claim.
  • Student accurately cites textual evidence to support the assertion.
  • Student can explain why it is important to support assertions with textual evidence.
• Use the three-column chart to assess students’ understanding. Provide specific feedback to each student.

Focus question: What are assertions, and how are they supported by evidence from the text?

Prior to the lesson, bring in several artifacts that provide clues to what you like to do in your free time (hobbies, talents, travels). Display the artifacts and have students write a sentence about what you enjoy doing. Ask students to support their answer based on the evidence provided by the artifacts. (Example: You like to play the violin because you brought in sheet music and a CD of violin performances.) Point out that students are making an assertion and supporting it with evidence.

Part 1

Display a copy of one of the articles from the Materials list or a similar article on the board/interactive whiteboard. Have students read the passage. Say, “As you read, be aware of the author’s assertions, or claims. How does the author support the assertions?”

Have students discuss their answers with a partner and then share with the class. Point out that an author may make several assertions in a text. Examples include the following:

Assertion: Clenching your fists may help you remember something.

Evidence: People who clenched a ball when trying to memorize words were able to recall the words.

Assertion: Bottled water is not healthier than tap water.

Evidence: Some bottled water is tap water; tap water is tested more thoroughly than bottled water.

Assertion: The demand for ivory is endangering elephants.

Evidence: Many elephants have been slaughtered for their tusks.

Part 2

Display the remaining two articles from the Materials list as well as other nonfiction materials (magazines or books with short sections or chapters). Include a variety of materials that accommodate students’ instructional reading levels. You may wish to include science and social studies textbooks.

Display on the board/interactive whiteboard a three-column chart like the one below.

Give each student three self-stick notes. Have students label each note with a heading from the chart.

Allow students a few minutes to choose a text.

Say, “You will read an article or a short section in your textbook. Write the title of the text on the text note. While you are reading, be aware of the author’s assertions. You will likely find several assertions in a text. Choose one of them to write on the assertion note. Finally, write evidence from the text that supports the assertion and write the evidence on the support note. Place the completed notes in the correct columns of the chart.”

As students complete the activity, move around the room to assess whether they understand the concepts.

When students have finished, discuss the information on the chart. Ask, “Why is it important for authors to support assertions in the text?” (An author’s assertion may be valid, but readers may not believe it unless it is supported with information in the text.)

Extension:

• Students who need additional practice may work with a partner to read another nonfiction article or text, identify the author’s assertion, and support the assertion with evidence from the text.
• Students who are ready to move beyond the standard may write a nonfiction text in which they make an assertion and support it with factual information from references.