Effective reasoning is the ability to create claims             
and ​support them with logical evidence.             

Two Rivers teachers and leaders define and share their practice around effective reasoning.

DEFINING
EFFECTIVE
​REASONING

We have developed a number of rubrics that define effective reasoning.  For more information about how we DEFINE critical thinking and problem solving skills, click here.

PS-PK Effective Reasoning Rubric

4-5 Effective Reasoning Rubric

K-1 Effective Reasoning Rubric

6-8 Effective Reasoning Rubric

2-3 Effective Reasoning Rubric

Effective Reasoning Progression
(PS-8th Grade)

TEACHING
EFFECTIVE
​REASONING

Claim-Support-Question (CSQ) is a routine from Harvard’s Visible Thinking Project aligned with effective reasoning.  This routine requires the user to reason with evidence by stating a claim, identifying relevant support, and asking questions of the claim.  At Two Rivers, we have extended two parts of this routine.  First, beyond just asking students to identify their support for a claim, we ask them to connect explicitly their supporting evidence to their claim.  Second, in pushing older students to move beyond just questioning their claim, we ask them to identify counterclaims they need to refute in their argument.  For more information about how we TEACH critical thinking skills, click here.

This anchor chart from a 5th grade classroom helps students remember the CSQ thinking routine.

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ASSESSING
EFFECTIVE
​REASONING

Performance tasks assess students' ability to reason effectively, not their ability to learn content quickly nor complete grade-level academic work.  For more information about how we ASSESS critical thinking, click here.

PS-PK Effective Reasoning Task

4-5 Effective Reasoning Task

K-1 Effective Reasoning Task

4-5 Student Work Sample

2-3 Effective Reasoning Task

6-8 Effective Reasoning Task