Instructional Minute
October 11, 2022
Claim, Evidence, and Reasoning (CER)
CER, as a model for writing, stands for Claim, Evidence, and Reasoning. This writing strategy can be used in any subject matter and shows up on the PSAT and SAT as a recommended argumentation model for written responses. Decoding a CER model is also a great comprehension and critical thinking skill.
Steps of CER
- Claim: Students answer a question or make a statement
- Evidence: Students provide data or examples to support their claim
- Reasoning: Students explain how the evidence supports their claim
When to use CER
- In science classes to help students think like scientists
- In argumentative, persuasive, or analysis essays
- To develop analytical thinking and argumentative writing skills
Example of CER
- Claim: Water in a wide, shallow dish evaporates faster than in a narrow, deep glass.
- Evidence: In a classroom experiment, the wide dish's water level dropped faster over a week.
- Reasoning: The wide dish has a larger surface area, which allows for more evaporation.
Did you know that Amplify Science offers live webinars throughout the year?
Three-Dimensional Learning 101: What's So Phenomenal About Phenomena
📍 Live webinar | 🗓️ Nov. 5 @ 4pm E.T.
Join us to see how phenomena-based instruction deepens students’ understanding of science, and discover tools to help you bring this approach into your existing Amplify Science lessons.
Please note: attendance of these webinars will not be compensated and are completely optional.
Wrapping Up the C3 Framework Series
Over the past four weeks, we explored the C3 Framework for Social Studies and its Arc of Inquiry—developing questions, applying disciplinary tools, evaluating evidence, and communicating conclusions. Each step helps our students become not only stronger learners but also more thoughtful citizens.
As you reflect on this series, think about which dimension felt most natural for you and which one might stretch your teaching practice. Even small shifts—like pausing to let students generate questions, or giving them new ways to communicate their learning—can spark big changes in engagement.
💡 Reflection Prompt:
Which C3 practice will you commit to trying (or refining) this year, and how will it shape your students’ experience of social studies?
Ensuring Consistency with Daily Instructional Minutes
These guidelines are in place to ensure that all students have access to a guaranteed and viable curriculum—one where every learner receives the essential content and skills needed for success.
Intention to daily instructional minutes supports learning retention, builds routines, and ensures equity across classrooms and schools.
By adhering to the daily instructional minutes, we create:
Consistency – Students know what to expect and can build stronger learning habits.
Equity – Every child has access to the same high-quality learning opportunities.
Progression – Skills and content build in a logical, intentional sequence.
Your commitment to this practice ensures that our students benefit fully from the curriculum we’ve adopted and are better prepared for future success. Thank you for your dedication to maintaining this consistency for all learners.
