Claim, Evidence, Reasoning: The CER Board Game

The Gaming Grammarian
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Pages
18 pages
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The Gaming Grammarian
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Description

The common core requires a lot of evidence based writing. We also require students to cite evidence to support their inferences and conclusions when writing. My students struggled to write and speak effectively until I introduced them to CER (claim, evidence, reasoning). I have posters in my classroom for student reference and we often use a graphic organizer to help us organize our writing. To further practice with CER, and get some speaking practice in, we like to play Claim, Evidence, Reasoning: The Board Game. With over 50 claims included, students won’t be repeating someone else’s evidence and reasoning. It also gives the teacher the freedom to not include a claim if he/she feels it is not appropriate for a particular group of students. One of the things that I like most about this board game is the difficulty level can be easily increased or decreased by varying the time students are required to speak. I generally require less proficient students to state only 1-2 sentences. When playing with my advanced students I ask them to speak for 30 seconds.

Goal:

Be the first player to reach finish by successfully supporting given claims with evidence and reasoning.

Materials Needed & Not Included:

Dice– one die per group of students

Player Pieces– one per player, popular options in my class include plastic counter circles, mini erasers, and milk jug lids.

Preparation:

Print the game board and cards. You will need one set for each group of students. I highly recommend laminating them for durability (cold lamination is great because it is thicker and doesn’t peel when cut through). I also recommend printing each set on a different color cardstock so when you find a lost card on the floor at the end of the day you know which set it belongs to.

Directions for Play:

1. Pass out a game set (1 board & card set, 1 number cube, enough place markers for all students in group) to each group of students.

2. The first person takes a card and reads the sentence. He/she decides if he/she wants to provide evidence and reasoning in support of the positive or negative version of the claim on the card. The player than attempts to provide evidence and reasoning in support of the claim for the required length of time.

3. If successful, the player rolls the die and moves his/her piece on the board. If not successful, the player stays on the same space.

4. The first player to reach finish is the winner.

Alternate play:

If you are studying persuasive strategies, try using the Persuasive Strategy Dice version. Print, laminate, and distribute a Persuasive Strategy Dice card to each group. At the start of a turn, the student will roll the die and take a card. He/she then must use the persuasive strategy that corresponds to his/her die roll in his/her presentation of the evidence and reasoning in support of the claim.

For more information about this, and other CER activities, see the blog post CER: Claim, Evidence, Reasoning.

Total Pages
18 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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