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Finding an Author's Reasons

A 40-minute Grade 1 lesson on identifying the reasons an author gives to support a point, and telling a reason from a repeat.

Finding an Author's Reasons is a free 40-minute Grade 1 English lesson plan for Common Core standard RI.1.8 — find the reasons the writer gives for what they claim. It is timed across 5 sections, gives the exact wording to use where the wording carries the meaning, names 3 misconceptions with the teaching move that addresses each, and ends with an exit ticket and a printable worksheet with its answer key.

Grade:
Grade 1
Length:
40 minutes
Standard:
RI.1.8

Grade 1 · Reading: Informational Text

RI.1.8

Identify the reasons an author gives to support points in a text.

Objective

Students will be able to identify a point an author makes and the reasons given for it, and tell a reason from a sentence that only repeats the point.

Students are successful when they can

  • Names the point: "Walking to school is a great idea."
  • Finds two reasons: it keeps your body strong; it does not make smoke like a car.
  • Says "Walking is really, really good" is a repeat, not a reason.

What you need

  • The "Walk to School" text (in the Teach section) on chart paper
  • Point and reason cards for each child (one "P," one "R")
  • The printable practice sheet linked at the end of this plan

The lesson

Warm-up — point and reason

5 min
  1. Say: "We should have a longer recess." Ask: "Is that a reason, or is it what I think?" What I think — that is the point.
  2. Add: "because we would have more time to run and play games." Ask: "What is that part?" The reason.
  3. Say: "An author's point is what they want you to think. A reason tells you why."

Teach — a reason is not a repeat

13 min
  1. Read: "Walking to school is a great idea. Walking keeps your body strong. You can see birds and trees on the way. Walking does not make smoke like a car does. Walking is really, really good. So, try walking to school!"
  2. Ask: "What does the author want us to think?" Fish for "Walking to school is a great idea." Underline it in green: the point.
  3. Ask: "Why does the author think that? What reasons do they give?" Underline in blue: keeps your body strong; you can see birds and trees; does not make smoke.
  4. Point to "Walking is really, really good." Ask: "Does this tell us why?" No — it says the point again in different words. Say: "That is a repeat, not a reason."
  5. Test each blue sentence with "because": "Walking to school is a great idea because it keeps your body strong." That works, so it is a reason.
  6. Test the repeat: "Walking is a great idea because walking is really good." Ask if that tells us anything new. No.
“A point tells you what the author thinks. A reason tells you why. If it does not answer "why?", it is not a reason.”

Guided practice — hold up a card

12 min
  1. Read a new text one sentence at a time: "Everyone should eat breakfast. Breakfast gives you energy for the morning. It helps you think in class. Breakfast is the best. Eating breakfast stops you feeling hungry before lunch."
  2. After each sentence, children hold up P (point), R (reason) or nothing (repeat).
  3. Stop at "Breakfast is the best." Ask: "Why did some people hold up nothing?" Fish for "It does not say why."
  4. Pairs then write the point and two reasons on a P-R chart.
  5. Circulate and ask each pair to read one reason with "because" to check it.
“Read it with because. If it answers why, hold up R. If it just says the point again, keep your cards down.”

Independent practice

8 min
  1. Students complete the author's-reasons page: reading the text and finding the reason the author gives.
  2. Remind them to use the because test on each answer.
  3. Ask finishers to write their own point about school and two reasons for it.

Close

2 min
  1. Say: "Dogs are great pets because they are great." Ask: "Is that a reason?"
  2. Fish for "No — it is a repeat. A reason would be: they keep you company."

What goes wrong, and why

Each of these is a reasoning error rather than carelessness. The fix addresses the reasoning.

Picks a repeat as a reason: "The reason is walking is really, really good."

Why: It sounds strong and it agrees with the point, so it feels like support.

Fix: Use the because test: "Walking is great because walking is good." Ask what new thing it tells us. Nothing — so it is a repeat.

Gives their own reason instead of the author's: "Walking is fun with friends."

Why: They agree with the point and add their own reasons, which feels like answering the question.

Fix: Ask "Where did the author say that?" Praise the idea, then ask them to find the reason in the text. The question is what the author says, not what we think.

Thinks the first sentence is always the point and the rest are always reasons.

Why: In many short texts this is true, so it has become a rule.

Fix: Show a text where the point comes last: "Walking keeps you strong. You see birds. So walking to school is a great idea." Ask which sentence is the point now.

If they are not there yet

  • Give the point and ask only for one reason.
  • Use a three-sentence text with one point and two reasons and no repeat.
  • Read each sentence aloud and ask "Does this tell us why?" before the child decides.

If they finish early

  • Find the best reason in the text and explain why it is the most convincing.
  • Add a reason the author left out, and say where it would go.
  • Write the opposite point — "Driving to school is a good idea" — with two reasons.

Exit ticket

What point does the author of "Walk to School" make, and what reason do they give for it?

What to look for: "Walking to school is a great idea," and a reason from the text, such as "It keeps your body strong." "It is really good" means they took a repeat as a reason. A reason not in the text means they gave their own.

Printable practice for RI.1.8

Free to print and copy, answer key included. Each sheet can generate a fresh set of problems for a retake.

Questions about Finding an Author's Reasons

How long does the Finding an Author's Reasons lesson take?

40 minutes, split across 5 timed sections: warm-up 5 min, teach 13 min, guided practice 12 min, independent practice 8 min, close 2 min. The minutes are stated per section and add up to the stated length, so the plan can be cut or extended at a section boundary rather than abandoned halfway.

Which standard does Finding an Author's Reasons teach?

CCSS.ELA-LITERACY.RI.1.8 — RI.1.8, Reading: Informational Text for Grade 1: “Identify the reasons an author gives to support points in a text.” In plain terms, find the reasons the writer gives for what they claim.

What do I need to teach this lesson?

The "Walk to School" text (in the Teach section) on chart paper, point and reason cards for each child (one "P," one "R") and the printable practice sheet linked at the end of this plan. Everything listed is either ordinary classroom equipment or a free printable from this site — there is nothing to buy and nothing to prepare beyond photocopying.

What mistakes should I expect in this lesson?

Three, each a reasoning error rather than carelessness: picks a repeat as a reason: "The reason is walking is really, really good."; gives their own reason instead of the author's: "Walking is fun with friends." and thinks the first sentence is always the point and the rest are always reasons. The plan gives the thinking behind each one and the teaching move that addresses the thinking rather than the symptom.

How do I know whether the lesson worked?

The exit ticket asks: “What point does the author of "Walk to School" make, and what reason do they give for it?.” "Walking to school is a great idea," and a reason from the text, such as "It keeps your body strong." "It is really good" means they took a repeat as a reason. A reason not in the text means they gave their own. That tells you whether the class needs a reteach or a thirty-second conversation before you plan tomorrow.

Is there a worksheet to go with Finding an Author's Reasons?

Yes — 1 printable RI.1.8 worksheet, linked at the end of the plan and free like the rest of the site. Each one comes with an answer key and 25 versions, so the practice after the lesson can be a different paper on every desk.

Is Finding an Author's Reasons free to use?

Yes. The plan, its printables and their answer keys are free to read, print and photocopy for your own class, with no account and no email capture. It was last reviewed on October 8, 2026. Please do not resell it or republish it as your own.

Last reviewed 2026-10-08. Aligned to RI.1.8 of the Common Core State Standards for English Language Arts.