Lesson plan

Reading Comprehension and Evidence-Based Terms

The proof is in the pudding! Use this lesson to teach your students how to use text evidence as proof when answering questions after reading. They will use evidence-based terms as they answer basic comprehension questions.
Need extra help for EL students? Try theProve it With EvidencePre-lesson.
EL Adjustments
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Need extra help for EL students? Try theProve it With EvidencePre-lesson.

Students will be able to use text evidence to prove their answers to comprehension questions.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(3 minutes)
Reading Comprehension:  The Ice Cream DisasterReading Comprehension: Sugar and SpiceFrayer Model: Synonyms & Antonyms
  • Share the title of the fiction text that students will be reading in today’s lesson: Sugar and Spice. Ask them to share ideas about what the story could be about.
  • Ask them what the 5W’s + H questions are. (Who, What, When, Where, Why, How). Explain that they will be reading the text, answering questions that start with those question starters, and using information from the text to prove their answers.
(13 minutes)
  • Explain that good readers answer comprehension questions after reading, and they go back to find Text evidence. Text evidence is the information from the text that proves the answer is correct.
  • Display sentence stems on an anchor chart that students will use when discussing the text evidence they found. Include evidence-based terms, such as:
    • The author wrote ____.
    • The text stated ____.
    • In the text, it said that ____.
    • I know this because the text said ____.
  • Display a copy of the Reading Comprehension: The Ice Cream Disaster worksheet and read it aloud. Model answering the first question, and show how to go back to skim the text to find where that answer could be found. Show how to either underline or highlight the information that answers the question, and explain that this serves as text evidence.
  • Write and say the answer to the question using the evidence-based terms from the chart. For example, "The boy bought the ice cream at the Snack Bar at the beach. I know this because the text stated that the grandma said the boy could get ice cream from the Snack Bar."
  • Repeat with the remaining questions, using different evidence-based terms in each written answer.
(15 minutes)
  • Distribute a copy of the Reading Comprehension: Sugar and Spice worksheet to each student. Choral read the text with the class, stopping periodically to model making a connection to the text. For example, after paragraph one, stop and mention how you can connect with Mindy because you’ve felt excited to participate in a beloved tradition.
  • Model answering the first question about who blew up the balloons, and show how a good reader goes back to the text to find the answer and underline or highlight it. Engage the class in writing a good answer for the question using evidence-based terms. Write it on the teacher copy and be sure students record it on their own worksheets.
  • Put students into A-B partnerships and have them complete questions two and three on the worksheet. Instruct Partner A to read aloud and lead the process on question two, while Partner B asks clarifying questions and checks the work. Reverse the roles for three.
  • Check the answers as a class by calling on nonvolunteers to share answers. Engage other classmates by having them agree with a thumbs up or disagree with a thumbs down. Call on other nonvolunteers to justify their answers.
(12 minutes)
  • Instruct individuals to independently complete questions four through six on the worksheet. Remind them to underline or highlight their text evidence and reference the evidence-based terms as they write their answers in complete sentences.
  • Circulate and monitor, offering support and feedback.


  • Review the definitions and examples of synonyms and antonyms prior to this lesson.
  • Provide a word bank for the assessment portion of the lesson to support struggling students.
  • Allow students to find text evidence and orally answer the questions using evidence-based terms, rather than writing the answer out.

Enrichment:Give advanced students a more challenging text, and instruct them to write 5W+H questions. Have them trade with a partner and follow the procedure for finding text evidence and using evidence-based terms to explain their answers.

(10 minutes)
  • Give each student a Frayer Model: Synonyms & Antonyms worksheet. Have them write the word "evidence" in the centre and complete the graphic organizer with information about the word.
  • Allow students to have access to dictionaries, thesauri, or digital versions.
(2 minutes)
  • Go over some of the answers in each section of the Frayer Model: Synonyms & Antonyms worksheet. Reiterate that using evidence is a way to prove your answer, and if there is no text evidence to find, then there is a good chance the answer is incorrect.

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