Free implementation guide · K–2 / 3–5 / 6–8
Claim–Evidence–Reasoning
Math · Reading · Writing · Science · Social Studies · STEM
Evidence-based reasoning · Suggested readiness: MASTER
Editorial draft · Administrator review pending. General educational guidance; examples are illustrative, not student records. No research outcome or placement is guaranteed.
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What It Is
Separate an answer (claim), the observations or sources that support it (evidence), and the explanation of why that evidence matters (reasoning).
Why It Works
Separating these parts helps a teacher see whether a learner needs stronger evidence, a clearer concept or a better connection between them.
When to Use It
Use when learners can offer an answer but need to justify it. Extend the same structure with counterevidence when students are ready.
Classroom Example
Which paper bridge design supports a larger load under the same test conditions? Learners cite measured loads and explain how the structure relates to their claim rather than writing only 'it was stronger.'
Teacher Implementation Steps
- Pose a question that evidence can address.
- Gather observations using consistent conditions.
- Model the difference between an observation and an explanation.
- Have learners write or dictate a claim, evidence and reasoning.
- Invite critique, then revise the explanation.
Student Activity
Write one claim, select two relevant pieces of evidence, and explain the connection. Name evidence that would make you reconsider.
Grade-band adaptations
K–2: use oral stems and pictures. 3–5: include recorded measurements or quotations. 6–8: weigh counterevidence and source limitations.
Readiness is a planning suggestion, not a placement decision. Adjust support using current evidence; keep needed accommodations and teacher review.
Related #smithingifted resource
Global Innovation Lab — Academy program →This free guide does not include the program's premium lessons. Existing access requirements still apply.
Sources & further reading
The sources below inform the general guidance. Classroom examples and planning steps are original illustrative suggestions, not findings from a research trial.