Understand the skill
A claim states what you want someone to believe or accept. A reason explains why that claim is justified. A list of appealing facts becomes an argument only when the connection to the claim is clear. Ask ‘Why does this matter for this decision?’ to expose missing reasoning.
More context and nuance
Choose reasons that answer the audience’s actual question. A proposal about meeting times may need reasons about access and scheduling, not general praise for the club. Separate preference from a claim about what is best for everyone. Strong arguments can acknowledge conditions under which their conclusion would change.
Make the connection visible
- 01Claim
Create a quiet reading corner.
- 02Reason
Some pupils want a quiet activity at break.
- 03Connection
A separate space gives those pupils a place to read.
A method you can use
State a precise claim.
Choose relevant reasons.
Explain the link and any condition.
Compare two attempts
Attempt A
We should meet on Tuesday because the club is fun.
Attempt B
We should try Tuesday because the shared room is available then and all current members can attend. If new members cannot join at that time, we should review the schedule.
Which attempt addresses the lesson’s stated communication goal more clearly?
- Both attempts address the stated goal equally well
- Attempt B
- Attempt A
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
We should try Tuesday because the shared room is available then and all current members can attend. If new members cannot join at that time, we should review the schedule. The reason addresses the timing decision. The condition prevents a current convenience from becoming an absolute rule.
A common difficulty and its repair
Watch for
Using a true fact that does not support the particular claim.
Try instead
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Practice at your level
Grade bands suggest a starting point. Move between them to suit the learner, task, and support available.
Grades K–2
An example assignment
Suggest a pretend class game and give a reason related to the players.
Look for: Connect the reason to the choice.
Two practice contexts
- Choose a game for three players.
- Recommend a place for a toy.
Context 1
Choose a game for three players.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- State a precise claim.
- Repeat the known difficulty without changing the approach.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
State a precise claim. Connect the reason to the choice.
Context 2
Recommend a place for a toy.
Which next step follows this lesson’s method for the supplied context?
- Choose relevant reasons.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
Choose relevant reasons. Connect the reason to the choice.
Grades 3–5
An example assignment
Argue for one reading-corner arrangement with two reasons about how it will be used.
Look for: Avoid unrelated praise.
Two practice contexts
- Propose a reading-corner layout.
- Suggest a class celebration activity.
Context 1
Propose a reading-corner layout.
Which next step follows this lesson’s method for the supplied context?
- State a precise claim.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
State a precise claim. Avoid unrelated praise.
Context 2
Suggest a class celebration activity.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- Choose relevant reasons.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
Choose relevant reasons. Avoid unrelated praise.
Grades 6–8
An example assignment
Build a conditional claim about a school plan and explain how each reason supports it.
Look for: Make the reasoning explicit.
Two practice contexts
- Argue for a project schedule.
- Support a club rule with a condition.
Context 1
Argue for a project schedule.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- State a precise claim.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
State a precise claim. Make the reasoning explicit.
Context 2
Support a club rule with a condition.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- Choose relevant reasons.
- Repeat the known difficulty without changing the approach.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
Choose relevant reasons. Make the reasoning explicit.
Grades 9–12
An example assignment
Review an argument for unsupported links between evidence, reason, and conclusion; revise the weakest connection.
Look for: Distinguish support from assertion.
Two practice contexts
- Evaluate a policy recommendation.
- Repair an argument with a missing logical link.
Context 1
Evaluate a policy recommendation.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- State a precise claim.
- Repeat the known difficulty without changing the approach.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
State a precise claim. Distinguish support from assertion.
Context 2
Repair an argument with a missing logical link.
Which next step follows this lesson’s method for the supplied context?
- Choose relevant reasons.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Complete the sentence ‘This supports my claim because…’; change the reason if the connection is weak.
Show the worked explanation
Choose relevant reasons. Distinguish support from assertion.
A planning frame to study
I claim ____. My reason is ____. This supports the claim because ____. It depends on ____.
Use the fixed scenarios in the argument builder to check the role of each part.
Open the fixed-choice argument builderWhat this lesson checks
- The claim is identifiable.
- Reasons address the actual decision.
- The connection is explained.
The checks use predefined choices about the supplied examples. They do not evaluate an original speech or written response.