This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). Carlos reads a how-to text called "Build a Simple Bird Feeder." Carlos analyzes how the author uses reasons and evidence. Carlos's analysis identifies the point that pinecones make easy feeders, explains the reason that birds can grip them, cites evidence such as the specific instructions "spread peanut butter in the cracks" and "roll it in seeds" from Steps 2-3, and explains the connection. For example, Carlos quotes "spread peanut butter in the cracks" and references Steps 2-3 where author states these instructions. The analysis includes specific textual support. Choice B is correct because Carlos names a point, gives a reason, and cites step details as evidence. For example, Carlos identifies the specific point (pinecones make easy feeders), explains the specific reason (birds can grip them), and cites specific evidence from the text (the instructions about peanut butter and seeds from Steps 2-3). This shows Carlos is analyzing HOW the author constructs the argument, not just summarizing what the text says. The analysis identifies specific instructions as evidence that support the author's point. Choice A is incorrect because this claims steps are not evidence when specific instructions and details from how-to texts can serve as evidence supporting the author's point about why a method works. Students sometimes don't realize that in informational texts, various types of specific details—including instructions, procedures, or steps—can function as evidence. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Teach types of evidence explicitly—Facts (can be verified), Statistics/Data (numbers, percentages), Examples (specific instances), Expert opinions (what authorities say), Descriptions (detailed explanations), Instructions/Steps (in how-to texts); emphasize: In how-to texts, the author's point might be about why a method works, with reasons explaining the benefits and evidence including specific steps or instructions that demonstrate the method; model with think-aloud: "I'm reading this how-to text about bird feeders. The author's point is: Pinecones make easy feeders. Now I'll find the reasons the author gives: Reason: Birds can grip them. What evidence does author give? The author provides specific instructions like 'spread peanut butter in the cracks.' That's evidence showing how the method works."; require text references: "You must cite specific evidence from text: quote it, reference the step number, or describe the specific instruction." Watch for: students who think only certain text types have evidence; students who don't recognize that instructions or procedures can serve as evidence in how-to texts; students who don't understand that informational texts include various genres (articles, how-to texts, textbooks) all requiring analysis of reasons and evidence.

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). Marcus compares two analyses of a space article about Mars. Analysis 1 identifies the point that Mars could have had water, explains the reason that scientists found dry riverbeds, cites evidence such as the specific quote "minerals that form in water" from paragraph 4, and explains the connection. Analysis 2 provides vague statements without specific text references. For example, Analysis 1 quotes "minerals that form in water" and references paragraph 4 where author states this fact. Analysis 1 includes specific textual support while Analysis 2 lacks specific reasons and evidence from text. Choice B is correct because Analysis 1 gives a reason and cites specific evidence from paragraph 4. For example, Analysis 1 identifies the specific reason (scientists found dry riverbeds) and cites the specific evidence "minerals that form in water" from paragraph 4, which are specific pieces of evidence from the informational text. This shows Analysis 1 is analyzing HOW the author constructs the argument, not just summarizing what the text says. Analysis 1 uses textual evidence including specific quotes from the text to support the analysis. Choice A is incorrect because this claims Analysis 2 is better when it doesn't recognize that Analysis 2 makes vague statements ("many cool facts") without citing what evidence, while strong analysis names the actual evidence from text. Students sometimes accept vague statement ("author gives reasons") as identifying specific reasons when strong analysis names the actual reasons from text. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Distinguish analysis from summary—summary: "The article is about Mars. It tells many cool facts." (WHAT text says); analysis: "The author argues Mars could have had water (point). The author gives the reason that scientists found dry riverbeds (reason). The author provides evidence: the fact about 'minerals that form in water' (specific evidence from text)." (HOW author uses reasons and evidence); practice with texts: read informational article together, identify: What is author's main point? What reasons does author give for this point? What specific evidence (facts, data, examples) does author provide?; teach types of evidence explicitly—Facts (can be verified), Statistics/Data (numbers, percentages), Examples (specific instances), Expert opinions (what authorities say), Descriptions (detailed explanations); require text references: "You must cite specific evidence from text: quote it, reference the page, or describe the specific fact/data/example." Watch for: students who confuse narrative analysis with informational analysis; students who don't understand difference between reason (explanation of why) and evidence (proof with facts/data); students who don't use text references (quotes, page numbers, specific facts); students who list evidence without explaining how it supports author's point.

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). For example: "The author claims that recycling helps the environment (point). The author gives the reason that recycling reduces waste in landfills (reason). The author provides evidence: the fact that recycling one ton of paper saves 17 trees, and the statistic that recycling programs have reduced landfill waste by 30% in some cities (specific evidence)." This analysis uses specific text references—facts and statistics from the text—and explains how they support the author's point. Carlos reads an article about wolves and compares two analyses. Analysis 1 states "Wolves are cool and I like them," which is a personal opinion without any reference to the author's reasons or evidence. Analysis 2 identifies the author's claim that "wolves help ecosystems," explains the reason "they control deer numbers," cites evidence from paragraph 5 with a direct quote: "After wolves returned, young trees grew back because fewer deer ate them," and explains the connection. Analysis 2 includes specific textual support with a paragraph reference and direct quote, while Analysis 1 lacks any reasons or evidence from the text and is just a personal opinion. Choice B is correct because Analysis 2 names a reason (wolves control deer numbers) and cites a specific reported fact (the quote about young trees growing back), which shows Carlos is analyzing HOW the author uses reasons and evidence to support the point about wolves helping ecosystems. Analysis 2 identifies the author's specific claim, explains the specific reason the author gives, cites specific evidence from the text with a direct quote and paragraph reference, and explains how this evidence supports the author's point. This shows Carlos is analyzing HOW the author constructs the argument, not just summarizing what the text says or giving personal opinions. Choice A is incorrect because Analysis 1 doesn't explain how the author uses reasons and evidence—it's just a personal opinion ("Wolves are cool and I like them") without any reference to the text's content or the author's approach. Students sometimes confuse their own opinions about a topic with analysis of how an author supports points with reasons and evidence. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Teach the three-part structure explicitly—Author's Point/Claim (what author wants reader to understand or believe), Reasons (WHY the point is true—author's explanations), Evidence (PROOF—facts, statistics, examples, expert quotes, data); use graphic organizer: top box: Author's Point, middle boxes: Reason 1, Reason 2, bottom boxes under each reason: Evidence (specific facts, data, examples); model with think-aloud: "I'm reading this article about wolves. The author's point is: Wolves help ecosystems. Now I'll find the reasons the author gives: Reason 1: Wolves control deer populations. What evidence does author give? The author states in paragraph 5 that after wolves returned, young trees grew back because fewer deer ate them. That's specific evidence—a reported observation."; require specificity: "Don't write 'I like wolves.' Write 'The author claims that...' and state the actual claim from the text."; provide sentence frames: "The author claims/argues that ___ (point). The author gives the reason that ___ (reason). The author supports this with evidence: ___ (specific fact, statistic, example, or quote from text, with paragraph number)."; teach text references: "Every time you mention evidence, cite it: use quotation marks for quotes, or say 'In paragraph X, the text states that...'" Watch for: students who give personal opinions ("I like wolves") instead of analyzing author's approach; students who don't cite specific evidence from text; students who don't identify the author's reasons; students who don't use text references (quotes, paragraph numbers, specific facts).

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). For example: "The author claims that recycling helps the environment (point). The author gives the reason that recycling reduces waste in landfills (reason). The author provides evidence: the fact that recycling one ton of paper saves 17 trees, and the statistic that recycling programs have reduced landfill waste by 30% in some cities (specific evidence)." This analysis uses specific text references—facts and statistics from the text—and explains how they support the author's point. Emma reads an article on saving sea turtles. Emma analyzes how the author uses reasons and evidence. Emma's analysis names the claim and uses two facts, explaining how they support it. For example, Emma identifies the author's specific point about saving sea turtles, cites specific facts from the text, and explains the connection between the facts and the claim. The analysis includes specific textual support. Choice A is correct because Emma explains how the author uses reasons and evidence by naming the claim and using two facts, explaining how they support it. This shows Emma is analyzing HOW the author constructs the argument, not just summarizing what the text says. Emma uses textual evidence including specific facts from the text to support the analysis. Analysis of informational texts requires using specific text evidence and explaining how parts work together. Choice B is incorrect because this claims Emma only tells the main idea and never explains the author's reasons, when the question states Emma actually names the claim and uses two facts with explanation. Students sometimes don't recognize when analysis includes specific evidence. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Teach the three-part structure explicitly—Author's Point/Claim (what author wants reader to understand or believe), Reasons (WHY the point is true—author's explanations), Evidence (PROOF—facts, statistics, examples, expert quotes, data); use graphic organizer: top box: Author's Point, middle boxes: Reason 1, Reason 2, bottom boxes under each reason: Evidence (specific facts, data, examples); model with think-aloud: "I'm reading this article about why exercise is important. The author's point is: Everyone should exercise regularly. Now I'll find the reasons the author gives: Reason 1: Exercise keeps your heart healthy. What evidence does author give? The author states the fact that people who exercise 30 minutes daily have 40% lower risk of heart disease. That's specific evidence—a fact with a number. Reason 2: Exercise improves mood. Evidence: The author cites a study by Dr. Smith showing exercise releases endorphins. That's evidence—an expert opinion."; require specificity: "Don't write 'author gives reasons.' Write 'The author gives the reason that...' and state the actual reason from the text."; provide sentence frames: "The author claims/argues that ___ (point). The author gives the reason that ___ (reason). The author supports this with evidence: ___ (specific fact, statistic, example, or quote from text, with page number)."; teach text references: "Every time you mention evidence, cite it: use quotation marks for quotes, or say 'The text states that...' or 'According to the article (page X)...' ". Watch for: students who summarize ("The text is about...") instead of analyze ("The author uses..."); students who make vague statements ("author gives reasons") without identifying what reasons; students who don't cite specific evidence from text; students who give their own opinions instead of analyzing author's approach.

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). For example: "The author claims that recycling helps the environment (point). The author gives the reason that recycling reduces waste in landfills (reason). The author provides evidence: the fact that recycling one ton of paper saves 17 trees, and the statistic that recycling programs have reduced landfill waste by 30% in some cities (specific evidence)." This analysis uses specific text references—facts and statistics from the text—and explains how they support the author's point. Students can also analyze other informational text features like text structure (cause-effect, compare-contrast), how main ideas are supported by details, or how text features (headings, diagrams) help understanding. Strong analysis always uses specific text evidence (quotes, facts, examples, page references). Riley reads a how-to article on saving water. Riley analyzes how the author uses reasons and evidence. Riley's analysis identifies the point that people should use less water at home, explains the reason that water is limited in some places, cites evidence such as "A dripping faucet can waste 3,000 gallons a year" from paragraph 5, and explains the connection. For example, Riley quotes "A dripping faucet can waste 3,000 gallons a year," which is specific evidence from the informational text. The analysis includes specific textual support. Choice C is correct because "A dripping faucet can waste 3,000 gallons a year" (paragraph 5) is the evidence—it's a specific fact with data (3,000 gallons) that proves the reason. This shows Riley is analyzing HOW the author constructs the argument, not just summarizing what the text says. The evidence is the specific fact/statistic that provides proof, while "Use less water at home" is the point and "Water is limited in some places" is the reason. Choice B is incorrect because "Water is limited in some places" is the reason (why the point is true—explanation), not the evidence. Students sometimes confuse reason (why/explanations) with evidence (proof/facts/data). Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. When you write about informational texts, identifying specific reasons and evidence shows you understand how nonfiction works. Using text references (quotes, facts, examples) makes your analysis convincing and shows you're reading carefully. This skill—analyzing author's craft in informational texts—helps you read nonfiction critically, understand how arguments are built, and become a better researcher and writer yourself. To help students apply reading standards to informational texts with focus on reasons and evidence: Teach the three-part structure explicitly—Author's

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). Amir reads a social studies article about voting. Amir analyzes how the author uses reasons and evidence. Amir's analysis identifies the point that voting matters, explains the reason that it helps choose leaders, but provides vague statements without specific text references. For example, Amir makes general statement "author uses evidence" without specifics. The analysis lacks specific reasons and evidence from text. Choice A is correct because what's missing from Amir's analysis is specific facts, examples, or quotes from the article that prove the reasons. For example, Amir says "The author uses evidence" but doesn't cite the specific fact, statistic, or example from the text, which shows he needs to add specific pieces of evidence from the informational text. This shows Amir needs to cite specific evidence (facts, statistics, examples) with quotes or references. The analysis is missing specific evidence (facts, data, examples) with text references. Amir could improve by citing specific evidence (facts, statistics, examples) with quotes or references. Choice B is incorrect because this suggests adding predictions about next chapters when this is informational text requiring analysis of reasons, evidence, and structure, not narrative predictions. Students sometimes confuse analysis (how author builds text) with summary (what text is about) or narrative elements. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Distinguish analysis from summary—summary: "The article is about voting. It says voting is important." (WHAT text says); analysis: "The author argues voting matters (point). The author gives the reason that it helps choose leaders (reason). The author provides evidence: the statistic that only 60% of eligible voters participated in the last election (specific evidence from text)." (HOW author uses reasons and evidence); practice with texts: read informational article together, identify: What is author's main point? What reasons does author give for this point? What specific evidence (facts, data, examples) does author provide?; teach types of evidence explicitly—Facts (can be verified), Statistics/Data (numbers, percentages), Examples (specific instances), Expert opinions (what authorities say), Descriptions (detailed explanations); require text references: "You must cite specific evidence from text: quote it, reference the page, or describe the specific fact/data/example." Watch for: students who confuse narrative analysis with informational analysis (trying to analyze "characters" in social studies article); students who don't understand difference between reason (explanation of why) and evidence (proof with facts/data); students who don't use text references (quotes, page numbers, specific facts); students who list evidence without explaining how it supports author's point.

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). Sofia reads a textbook section on recycling. Sofia analyzes how the author uses reasons and evidence. Sofia's analysis provides vague statements without specific text references. For example, Sofia makes general statement "author gives reasons and evidence" without specifics. The analysis lacks specific reasons and evidence from text. Choice B is correct because Sofia gives no specific reasons, evidence, or text references. For example, Sofia makes vague statements ("author gives reasons and evidence") without citing what evidence, which shows she is not analyzing HOW the author constructs the argument. The analysis is missing specific reasons author actually gives in text, specific evidence (facts, data, examples) with text references, and explanation of how reasons and evidence connect to support author's point. Sofia could improve by identifying the specific reasons author gives in the text, citing specific evidence (facts, statistics, examples) with quotes or references, and adding text references to show where information comes from. Choice A is incorrect because this claims Sofia names facts and statistics when strong analysis names the actual reasons and evidence from text, but Sofia provides no specific text evidence at all. Students sometimes make vague statements ("author uses evidence") without citing what evidence. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Teach the three-part structure explicitly—Author's Point/Claim (what author wants reader to understand or believe), Reasons (WHY the point is true—author's explanations), Evidence (PROOF—facts, statistics, examples, expert quotes, data); use graphic organizer: top box: Author's Point, middle boxes: Reason 1, Reason 2, bottom boxes under each reason: Evidence (specific facts, data, examples); model with think-aloud: "I'm reading this article about recycling. The author's point is: Everyone should recycle. Now I'll find the reasons the author gives: Reason 1: Recycling saves natural resources. What evidence does author give? The author states the fact that recycling one ton of paper saves 17 trees. That's specific evidence—a fact with a number."; require specificity: "Don't write 'author gives reasons.' Write 'The author gives the reason that...' and state the actual reason from the text."; provide sentence frames: "The author claims/argues that ___ (point). The author gives the reason that ___ (reason). The author supports this with evidence: ___ (specific fact, statistic, example, or quote from text, with page number)." Watch for: students who summarize ("The text is about...") instead of analyze ("The author uses..."); students who make vague statements ("author gives reasons") without identifying what reasons; students who don't cite specific evidence from text; students who give their own opinions instead of analyzing author's approach.

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). Jamal reads an article about hurricanes. Jamal analyzes how the author uses reasons and evidence. Jamal's analysis identifies the point that people should prepare early, explains the reason that storms can change fast, cites evidence such as the quote "winds can reach 74 miles per hour" and "weather scientists track storms by satellite" from the section "Watch the Storm", and explains the connection. For example, Jamal quotes "winds can reach 74 miles per hour" and references the section "Watch the Storm" where author states this fact. The analysis includes specific textual support. Choice A is correct because Jamal cites specific evidence from the text: the quote about 74 miles per hour winds and scientists tracking storms by satellite. For example, Jamal quotes "winds can reach 74 miles per hour" from the text and "weather scientists track storms by satellite" from the section "Watch the Storm", which are specific pieces of evidence from the informational text. This shows Jamal is analyzing HOW the author constructs the argument, not just summarizing what the text says. Choice B is incorrect because this describes a narrative story ("a kid riding out a hurricane with his dog") when Jamal is analyzing an informational article with facts and data, not a story with characters. Students sometimes confuse narrative analysis with informational analysis. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Distinguish analysis from summary—summary: "The article is about hurricanes. It says hurricanes are dangerous." (WHAT text says); analysis: "The author argues people should prepare early (point). The author gives the reason that storms can change fast (reason). The author provides evidence: the fact that winds can reach 74 miles per hour (specific evidence from text)." (HOW author uses reasons and evidence); practice with texts: read informational article together, identify: What is author's main point? What reasons does author give for this point? What specific evidence (facts, data, examples) does author provide?; teach types of evidence explicitly—Facts (can be verified), Statistics/Data (numbers, percentages), Examples (specific instances), Expert opinions (what authorities say), Descriptions (detailed explanations); require text references: "You must cite specific evidence from text: quote it, reference the page, or describe the specific fact/data/example." Watch for: students who confuse narrative analysis with informational analysis (trying to analyze "characters" in science article); students who don't understand difference between reason (explanation of why) and evidence (proof with facts/data); students who don't use text references (quotes, page numbers, specific facts); students who list evidence without explaining how it supports author's point.

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). Yuki reads a nonfiction book about wolves. Yuki analyzes how the author uses reasons and evidence. Yuki's analysis identifies the point that wolves help ecosystems, explains the reason that wolves keep deer from eating too many plants, cites evidence such as the specific fact "after wolves returned, more young trees grew near rivers" from page 18 and the example of more beavers building dams from page 19, and explains the connection. For example, Yuki quotes "after wolves returned, more young trees grew near rivers" and references page 18 where author states this fact. The analysis includes specific textual support. Choice A is correct because Yuki cites specific text evidence: young trees growing near rivers after wolves returned and more beavers building dams. For example, Yuki cites the specific fact that "after wolves returned, more young trees grew near rivers" from page 18 and the example of more beavers building dams from page 19, which are specific pieces of evidence from the informational text. This shows Yuki is analyzing HOW the author constructs the argument, not just summarizing what the text says. Choice B is incorrect because this describes a made-up quote from a wolf saying it likes forests, which would be narrative fiction, not evidence from an informational text about ecosystems. Students sometimes confuse narrative analysis with informational analysis. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Teach the three-part structure explicitly—Author's Point/Claim (what author wants reader to understand or believe), Reasons (WHY the point is true—author's explanations), Evidence (PROOF—facts, statistics, examples, expert quotes, data); use graphic organizer: top box: Author's Point, middle boxes: Reason 1, Reason 2, bottom boxes under each reason: Evidence (specific facts, data, examples); model with think-aloud: "I'm reading this book about wolves. The author's point is: Wolves help ecosystems. Now I'll find the reasons the author gives: Reason: Wolves keep deer from eating too many plants. What evidence does author give? The author states the fact that after wolves returned, more young trees grew near rivers. That's specific evidence—a fact about ecosystem change."; require specificity: "Don't write 'author gives reasons.' Write 'The author gives the reason that...' and state the actual reason from the text."; provide sentence frames: "The author claims/argues that ___ (point). The author gives the reason that ___ (reason). The author supports this with evidence: ___ (specific fact, statistic, example, or quote from text, with page number)." Watch for: students who summarize ("The text is about...") instead of analyze ("The author uses..."); students who make vague statements ("author gives reasons") without identifying what reasons; students who don't cite specific evidence from text; students who give their own opinions instead of analyzing author's approach.

This question tests 4th grade writing skills: applying grade 4 reading standards to informational texts, specifically explaining how an author uses reasons and evidence to support particular points in a text (CCSS.W.4.9.b). When students write about informational texts (articles, textbooks, nonfiction), they analyze HOW the author constructs the text, not just WHAT the text says. The standard specifically mentions explaining "how an author uses reasons and evidence to support particular points." This means: identifying the author's main point or claim (what author wants reader to understand), explaining the reasons the author gives (WHY the point is true, the author's explanations), and describing the evidence the author uses (specific facts, statistics, examples, expert opinions, data that prove the reasons). Emma reads a science article on bees. Emma analyzes how the author uses reasons and evidence. Emma's analysis identifies the point that bees help plants grow, explains the reason that bees move pollen, cites evidence such as the specific fact "one bee can visit 5,000 flowers a day" from paragraph 3 and the example of apple orchards needing bees from paragraph 4, and explains the connection. For example, Emma quotes "one bee can visit 5,000 flowers a day" and references paragraph 3 where author states this fact. The analysis includes specific textual support. Choice B is correct because Emma explains how the author uses reasons and evidence by identifying the author's specific point/claim (bees help plants grow), explaining the specific reason the author gives (bees move pollen), citing specific evidence from the text (the fact about 5,000 flowers and the apple orchard example), and explaining how this evidence supports the author's point. For example, Emma cites the specific fact that "one bee can visit 5,000 flowers a day" from paragraph 3, which is specific evidence from the informational text. This shows Emma is analyzing HOW the author constructs the argument, not just summarizing what the text says. Choice A is incorrect because this claims Emma only gives opinion when Emma DOES cite specific textual evidence—the fact about 5,000 flowers and the apple orchard example with paragraph references. Students sometimes don't recognize when analysis includes proper text evidence. Analyzing how authors use reasons and evidence helps you become a critical reader—you learn to evaluate whether arguments are well-supported. To help students apply reading standards to informational texts with focus on reasons and evidence: Teach the three-part structure explicitly—Author's Point/Claim (what author wants reader to understand or believe), Reasons (WHY the point is true—author's explanations), Evidence (PROOF—facts, statistics, examples, expert quotes, data); use graphic organizer: top box: Author's Point, middle boxes: Reason 1, Reason 2, bottom boxes under each reason: Evidence (specific facts, data, examples); model with think-aloud: "I'm reading this article about bees. The author's point is: Bees help plants grow. Now I'll find the reasons the author gives: Reason: Bees move pollen. What evidence does author give? The author states the fact that one bee can visit 5,000 flowers a day. That's specific evidence—a fact with a number."; require specificity: "Don't write 'author gives reasons.' Write 'The author gives the reason that...' and state the actual reason from the text."; provide sentence frames: "The author claims/argues that ___ (point). The author gives the reason that ___ (reason). The author supports this with evidence: ___ (specific fact, statistic, example, or quote from text, with page number)." Watch for: students who summarize ("The text is about...") instead of analyze ("The author uses..."); students who make vague statements ("author gives reasons") without identifying what reasons; students who don't cite specific evidence from text; students who give their own opinions instead of analyzing author's approach.