PEE Paragraphs – Point, Evidence, Explanation Format
- Grades
- Grades 5–8, Elementary, Middle School
- Pages
- 7
- File type
- Answer key
- Included
- Subject
- ELA, Strategies, Writing, Formal Writing
- Topic
- paragraph writing, topic sentence
- Resource types
- Activities, Worksheets & Printables, Worksheets
- Answer key
- Included
- Standards
- CCSS.W.5.4 CCSS.W.6.4 +1
About this resource
What's inside this resource
Students learn to build a paragraph from a clear point, solid evidence and an explanation that ties the two together. Page 1 is a reference sheet with three color-coded cards: mint for Point, yellow for Evidence and violet for Explanation. Each card asks a guiding question, shows a short example sentence and offers four sentence starters. A paragraph ladder beside the cards shows the order from the first point up to an optional second piece of evidence and the closing point.
Practice moves from spotting the parts to writing them. Students label every sentence in two model paragraphs (one on swim lessons in PE, one on clever octopuses) with P, E or X. Next they pick the evidence that really supports each of three points and write an explanation sentence. Three short paragraphs then each have one problem to diagnose and repair: a missing explanation, evidence that does not fit or no closing point. On the last student page, they choose a prompt, plan in a Point, Evidence, Explanation chain, write a full paragraph and finish with a four-item self-check.
- Grades 5–8: paragraph writing for opinion and argument, with one book-or-movie prompt
- Seven pages: five for students, then an answer key and scoring guide on the last two
- Two versions: full color and print-friendly black and white
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In the classroom
Teaching tips & learning objectives
Learning objectives
Identify the point, evidence and explanation sentences in a structured paragraph.
Choose evidence that actually supports a stated point and reject facts that are true but unrelated.
Write an explanation sentence that connects evidence back to the point.
Teaching tips
Point out the ladder caption early: X stands for eXplanation so students do not confuse it with E when labeling.
On page 2, expect students to label the closing sentence X; the answer key notes it restates the point, so it is P.
Try the key's class routine: project a page 2 paragraph and have students call out mint, yellow or violet for each sentence while you highlight it.
Skills covered
Paragraph structure: students follow the order of point, evidence, explanation and a closing point that returns to the claim in new words.
Selecting relevant evidence: each Build It Up item pairs a supporting fact with a true fact that has nothing to do with the point, such as a honeybee's five eyes.
Explaining evidence: students write sentences that show how the evidence supports the point instead of repeating it.
Good to know
Questions teachers ask about this resource
What does PEE stand for in paragraph writing?
Point, Evidence, Explanation. The point states what the writer wants the reader to agree with, the evidence backs it up, and the explanation shows how the evidence supports the point.
Why is Explanation labeled X instead of E?
So students do not mix it up with Evidence. The ladder caption on page 1 explains the X.
How is the final paragraph scored?
The answer key gives a three-level guide (Strong, Getting there and Starting out) and a sample strong paragraph for the class pet prompt.
Does it work if students print in black and white?
Yes. The print-friendly version is grayscale, and the colored underlining on page 2 is optional, so students can label every sentence with P, E or X instead.
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Curriculum
Standards, concepts & topics
Standards
Standards
- CCSS.W.5.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- CCSS.W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- CCSS.W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Core concepts
Core concepts
PEE paragraph
point, evidence, explanation
paragraph structure
topic sentence
supporting evidence
opinion writing
Topics
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