Explain Causes — Saying Why It Happened
Distinguish. Explain. Synthesize. Say why the evidence points where it points.
The Explain Causes arc trains multilingual learners to move from connected evidence to causal reasoning. Students first distinguish real cause–effect relationships from mere sequence or coincidence, then construct accurate cause–effect sentences with a controlled connector set, and finally synthesize multiple pieces of evidence into a short evidence-based causal explanation. Explain Causes stops at single-line-of-causation reasoning — full side-by-side analysis (Compare), hedged claims (Qualify), and counter-argument (Argue) are later arcs.
Learning goal
Students can identify whether two events are causally related or only sequenced, write accurate cause–effect sentences using a controlled range of causal connectors, and produce a 5–7 sentence evidence-based causal explanation that avoids unsupported over-claiming.
Who it is for
Intermediate ESL/ELD (grades 6–12). Best taught after Connect Ideas, so students already have additive and contrast connectors and can hold multiple pieces of evidence in one paragraph before they layer in causation.
Progression
- EC-01 distinguishes cause, effect, and mere sequence/coincidence in a short case text.
- EC-02 constructs cause–effect sentences using because, since, so, therefore, as a result, and due to.
- EC-03 synthesizes multiple pieces of evidence into a 5–7 sentence evidence-based causal explanation.
What is included
This arc is currently in early release. Full lesson pages (purpose, case microtext, two-pass routine, guided practice, exit check) are published on the site. A packaged slide deck and printable student packet are not available yet and are not implied anywhere in the UI.
Lessons in this arc
- EC-01 · Cause, Effect, or Coincidence? — Students read a short lab microtext, list every pair of events, apply the counterfactual check (if A had not happened, would B still have happened?) and the mechanism check (does the text state or clearly imply how A leads to B?), and sort each pair into supported cause, possible cause, sequence, or coincidence.
- EC-02 · Say Why It Happened — Students take supported cause pairs from a short case microtext and move through controlled → guided → free practice with a controlled connector set, checking each sentence against a clause-structure and punctuation card.
- EC-03 · Explain from the Evidence — Students take a mixed dossier — some supported cause pairs, some possible causes, some sequence-only pairs, one coincidence — and write a 5–7 sentence explanation that names supported causes with their mechanisms, connects intermediate evidence, and honestly flags what the evidence does not support.