An author and a reader. Two perspectives.

Full explanation

Learning goal: Identify an informational author's perspective using words in the text, state your own perspective, and explain a similarity or difference. This lesson targets Ohio RI.3.6 in the 2017 framework. Plan 45–60 minutes. Students should be able to locate a sentence that supports an answer.

A perspective is a way of seeing or thinking about a topic. An author may believe an activity is useful, difficult, enjoyable, or in need of change. Look for the author's descriptions, judgments, and recommendations. A text can contain both facts and a perspective. A fact such as the number of benches in a garden does not by itself tell whether the author likes the garden.

Your own perspective may agree with the author, disagree, or agree with one part and disagree with another. You must identify whose idea each statement expresses. An accurate reading answer explains the author's view even when you prefer something else. Disagreeing with the author does not make your reading incorrect; assigning your own opinion to the author does.

Read this original informational opinion piece, A Quiet Corner at School: “Our school garden has two benches beside the flower beds. During recess, students may sit there and read. I believe the garden should stay a quiet space. A quiet corner gives students a place to rest when the playground feels busy. Last week I read there while other students played tag on the field. Some classmates want to bring drums into the garden. Drumming can be enjoyable, but the field already has room for lively activities. Keeping one quiet place would give students another choice.”

The author favors keeping the garden quiet. The recommendation and its reason establish this perspective. The passage does not say games or music are bad everywhere. Be careful with words such as “all,” “never,” and “everyone”: they often make a claim broader than the evidence supports.

Additional worked examples

Example 1: Identify the author's view. Ask, “What does this writer want?” Find “the garden should stay a quiet space.” Then ask why: students need a place to rest and another choice during recess. A complete response is: “The author favors a quiet garden because students can rest away from busy play.” The benches are a detail about the setting, not the perspective itself.

Example 2: Compare a reader's view. Maya says, “I would rather use the garden for music because there is shade.” First identify Maya's preference: music in the garden. Next identify the author's preference: quiet activities there. The perspectives differ about how the garden should be used. Do not answer that Maya dislikes plants; she never said that.

Example 3: Show partial agreement. Eli says, “I agree that students need a quiet place, but I think the library should be that place.” Eli agrees with the need for quiet and differs about the location. A comparison can explain both. It need not force a complicated response into a simple agree-or-disagree label.

Independent practice and scoring

Guided discussion: Underline one sentence stating the author's perspective and circle a reason. Then write your own view in a different color. Partners identify which words belong to the author and which belong to the reader. If a partner cannot tell, add “The author believes…” or “I believe…” to clarify ownership.

Independent response: Write five sentences: identify the author's perspective; cite or accurately paraphrase one supporting detail; state your own perspective; explain a similarity or difference; explain one idea the text does not establish. Reasonable personal views receive equal credit when the reading is accurate.

Sample answer: “The author wants the garden to remain quiet. The writer explains that it gives students a place to rest away from busy play. I would like quiet reading there on some days and music on others. We both want students to enjoy the space, but we differ about whether it should always be quiet. The passage does not show that all students agree with either view.”

Rubric: Award 1 point each for an accurate author perspective, relevant evidence, a clearly identified personal perspective, and a valid comparison: 4 points total. Personal agreement is never a scoring requirement. Give feedback such as “You explained your preference; now show the sentence that establishes the author's preference.”

Support and extension: Read the passage aloud when decoding prevents access, while recording that support. Use a two-column chart labeled Author and Me. Extend by considering which additional information could help a school choose a use for the garden, without treating missing information as if it appeared in the passage.