Provide Concluding Explanatory Statement
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3rd Grade ELA › Provide Concluding Explanatory Statement
Carlos wrote an informative paragraph about the four seasons. He needs a concluding statement that signals the ending.
Carlos wrote:
“This paragraph is about the four seasons. Spring often has warmer weather and more rain. Summer is usually the hottest season. Fall can be cooler and leaves may change color. Winter is often the coldest season and may bring snow.”
Which sentence would best conclude Carlos’s paragraph?
Seasons are better than having the same weather every day.
Winter is often the coldest season.
Another season is monsoon season in some countries.
These are the four seasons and some weather we can see in each one.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Carlos wrote an informative piece about the four seasons that includes weather in each; the question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice A is correct because it wraps up information about seasons by summarizing the main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'These are,' and provides a sense of completion. For example, stating 'the four seasons and some weather we can see in each one' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice D adds opinion language like 'better than,' which is common when students confuse informative conclusions with opinion conclusions. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is a place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Read Chen’s informative report about magnets. The report ends right after a fact, so it needs a concluding statement.
Chen wrote:
“This report is about magnets. Magnets can pull on some metals, like iron and steel. Magnets have two poles, called north and south. The same poles push away, and opposite poles pull together.”
Which sentence best wraps up Chen’s report?
First, magnets can pull on some metals.
These facts show how magnets push and pull using their poles.
Magnets are cooler than other science tools.
Also, Earth is like a giant magnet with its own poles.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Chen wrote an informative piece about magnets that includes their attraction to metals and pole behaviors. The question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice B is correct because it wraps up information about magnets by summarizing main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'These facts show,' and provides a sense of completion. For example, 'how magnets push and pull using their poles' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice C adds new information like 'Earth is like a giant magnet,' which is common when students add new ideas they just thought of. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Amir wrote an informative paragraph about deserts, but his ending is weak.
Amir wrote:
“This paragraph is about deserts. Deserts get very little rain each year. Days can be hot, and nights can be cold. Many desert plants store water, like cactuses.”
Which sentence would BEST improve the ending with a strong concluding statement?
Deserts are the most interesting places on Earth.
Another fact is that some deserts have sand dunes taller than buildings.
Deserts get very little rain each year.
In conclusion, deserts are dry places with special weather and plants.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Amir wrote an informative piece about deserts that includes rainfall, temperature, and plants. The question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice B is correct because it wraps up information about deserts by summarizing main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'In conclusion,' and provides a sense of completion. For example, 'dry places with special weather and plants' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice C adds new information like 'some deserts have sand dunes taller than buildings,' which is common when students add new ideas they just thought of. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Yuki wrote an informative report about the butterfly life cycle. The conclusion should summarize the main points without adding new facts.
Yuki wrote:
“This report is about butterflies. Butterflies start as eggs. Then they become caterpillars that eat and grow. Next they form a chrysalis. Finally, an adult butterfly comes out.”
Which concluding statement best ends Yuki’s report?
Butterflies are the prettiest insects.
Also, butterflies taste with their feet.
What insect do you want to learn about next?
So, the butterfly life cycle goes from egg to caterpillar to chrysalis to adult.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Yuki wrote an informative piece about the butterfly life cycle that includes stages from egg to adult. The question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice A is correct because it wraps up information about the butterfly life cycle by summarizing main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'So,' and provides a sense of completion. For example, 'goes from egg to caterpillar to chrysalis to adult' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice C adds new information like 'butterflies taste with their feet,' which is common when students add new ideas they just thought of. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Read Emma’s informative report about sea turtles. It is the end of her report, but she still needs a concluding statement.
Emma wrote:
“This report is about sea turtles. Sea turtles live in the ocean and come onto beaches to lay eggs. They use their flippers to swim long distances. Sea turtles eat foods like sea grass, jellyfish, and small animals.”
Which sentence provides the best concluding statement for Emma’s report?
Also, sea turtles can live for more than 50 years.
Do you want to read another report about turtles?
Now you know about sea turtles, where they live, and what they eat.
Sea turtles are the best animals in the whole ocean.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Emma wrote an informative piece about sea turtles that includes their habitat, movement, and diet. The question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice B is correct because it wraps up information about sea turtles by summarizing main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'Now you know,' and provides a sense of completion. For example, mentioning 'where they live, and what they eat' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice A adds opinion language like 'the best animals,' which is common when students confuse informative conclusions with opinion conclusions. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Keisha wrote an informative report about clouds. She wants a concluding statement that gives closure.
Keisha wrote:
“This report is about clouds. Clouds are made of tiny water droplets or ice crystals. Some clouds are low and look puffy, and some are high and thin. Clouds can help us predict weather, like rain or storms.”
Which sentence best concludes Keisha’s report?
First, clouds are made of tiny water droplets.
Another kind of cloud is called a lenticular cloud.
Clouds are amazing and fun to watch.
Now you know what clouds are made of and how they can signal weather.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Keisha wrote an informative piece about clouds that includes their composition, types, and weather prediction role. The question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice B is correct because it wraps up information about clouds by summarizing main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'Now you know,' and provides a sense of completion. For example, 'what clouds are made of and how they can signal weather' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice A adds new information like 'Another kind of cloud is called a lenticular cloud,' which is common when students add new ideas they just thought of. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Marcus wrote an informative paragraph about magnets.
Marcus wrote: “This paragraph is about magnets. Magnets can pull some metals, like iron. They have two poles called north and south. Magnets can push away or pull together depending on how the poles face.”
Which concluding statement gives the reader a sense of ending and wraps up the facts?
Magnets are the coolest science tool.
Another interesting fact is that Earth is a giant magnet.
Now you know how magnets use poles to push and pull certain metals.
Magnets can pull iron.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. In this scenario, Marcus wrote an informative piece about magnets that includes what they attract, their poles, and how poles interact. The question tests whether students can identify a concluding statement that gives closure and wraps up facts. Choice B is correct because it uses 'Now you know' to signal ending and summarizes the key concept: magnets use poles to push and pull metals. This synthesizes the information about attraction, poles, and magnetic interaction. Choice A just repeats one fact about pulling iron. Choice C includes opinion language ('coolest science tool'). Choice D adds new information about Earth being a magnet. These errors happen because students may think any fact from the text works as conclusion, confuse informative and opinion writing, or want to impress with extra facts. To help students write informative concluding statements: Teach 'Now you know' formula: 'Now you know how [topic] [main action/purpose].' Practice synthesizing: metals + poles + push/pull = 'how magnets use poles to push and pull certain metals.' Model the difference between repeating one fact vs. combining main ideas. Create sentence starters: 'Now you know...' 'This is how...' 'So, [topic]...' Show how to identify the main concept (magnets work through poles). Practice: Which sentence WRAPS UP vs. REPEATS vs. ADDS NEW? Distinguish informative conclusions (factual wrap-up) from opinion conclusions (judgment statements). Watch for: Students picking any fact as conclusion. Students adding opinion words about science topics. Students introducing advanced concepts not covered. Praise: 'Your conclusion explains the main idea about how magnets work!'
Maya wrote an informative paragraph about how plants make food. She needs a concluding statement at the end.
Maya wrote:
“This paragraph is about photosynthesis. Plants take in sunlight through their leaves. They use water from the soil and carbon dioxide from the air. Then they make sugar for food and release oxygen.”
Which sentence would be the best concluding statement for Maya’s paragraph?
This is how photosynthesis helps plants make food using sunlight, water, and air.
Also, some plants can live in deserts with little water.
Do you think you could make food like a plant?
Plants are nicer than animals.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Maya wrote an informative piece about photosynthesis that includes sunlight, water, and air; the question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice A is correct because it wraps up information about photosynthesis by summarizing the main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'This is how,' and provides a sense of completion. For example, stating 'photosynthesis helps plants make food using sunlight, water, and air' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice B adds opinion language like 'nicer than,' which is common when students confuse informative conclusions with opinion conclusions. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is a place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Keisha wrote an informative report about libraries. Her writing ends right after the last fact, so it needs a concluding statement.
Keisha wrote:
“This report is about libraries. Libraries have different sections, like fiction, nonfiction, and reference books. Many libraries have computers for people to use. Libraries also have story times and other programs for kids and families.”
Which sentence would be the best concluding statement to add at the end?
Libraries are more fun than any other place.
Libraries have computers for people to use.
That is how libraries help people find information and enjoy reading.
Another service is that some libraries lend out museum passes.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Keisha wrote an informative piece about libraries that includes sections, computers, and programs; the question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice A is correct because it wraps up information about libraries by summarizing the main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'That is how,' and provides a sense of completion. For example, stating 'libraries help people find information and enjoy reading' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice C adds new information like 'some libraries lend out museum passes,' which is common when students think conclusion means last sentence, so just add another fact. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is a place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'
Read Amir’s informative writing about honeybees. His ending should have a concluding statement that wraps up the information.
Amir wrote:
“This report is about honeybees. Honeybees live in groups called colonies. Worker bees collect nectar and pollen from flowers. The colony has a queen bee that lays eggs. Bees help plants by moving pollen from flower to flower.”
Which sentence best wraps up Amir’s report?
Also, honeybees can communicate by doing a waggle dance.
In conclusion, honeybees live in colonies, collect food, and help plants by pollinating flowers.
Honeybees are the best insects.
Worker bees collect nectar and pollen from flowers.
Explanation
This question tests 3rd grade informative/explanatory writing skill of providing a concluding statement or section (CCSS.W.3.2.d). An informative concluding statement wraps up the information presented and gives readers a sense of completion. Good conclusions may summarize main points briefly, remind readers what the topic was about, or signal the end with phrases like 'In conclusion,' 'Now you know,' or 'These are.' Informative conclusions do NOT add new facts or include opinions; they complete what was already explained. For 3rd graders, a 1-2 sentence conclusion that wraps up the information demonstrates mastery. In this scenario, Amir wrote an informative piece about honeybees that includes colonies, food collection, and pollination; the question tests whether students can identify an effective concluding statement that wraps up information and provides closure. Choice A is correct because it wraps up information about honeybees by summarizing the main points from the body, reminds the reader of the topic, uses the conclusion signal phrase 'In conclusion,' and provides a sense of completion. For example, mentioning 'live in colonies, collect food, and help plants by pollinating flowers' brings the information together and signals the end of the piece. This shows the student understands that informative conclusions wrap up facts, not add new information or opinions. Choice B adds new information like 'honeybees can communicate by doing a waggle dance,' which is common when students think conclusion means last sentence, so just add another fact. This happens because students may not understand the difference between stopping and wrapping up, or may think conclusion is a place to add more facts, or may confuse informative (wraps up facts) with opinion (restates opinion) conclusion purposes. To help students write informative concluding statements: Teach conclusion formula: Signal words + wrap up topic/summary. Practice with sentence frames: 'In conclusion, [topic] [summary of main points].' 'Now you know about [topic] and [key information].' 'These are the [categories mentioned].' Create anchor chart: Informative Conclusion Words (In conclusion, Now you know, These are, So, This is how/what/why, That is how/what/why). Model comparing body and conclusion: highlight main points in body, show how conclusion brings them together briefly. Practice identifying: Does this sentence END with wrap-up or CONTINUE with new info? Teach what NOT to do: add new facts, include opinions, ask questions, just stop without wrapping up. Use different colors: Topic introduced (blue), Main facts in body (green), Conclusion wraps up topic (blue again). Compare weak ('That's all.') vs strong ('Now you know about penguins and their habitat, diet, and adaptations.'). Distinguish informative conclusions (wrap up facts) from opinion conclusions (restate opinion). Watch for: Students just stopping after last fact. Students adding new facts in conclusion. Students using opinion language (best, favorite, I think) in informative conclusion. Students writing opinion conclusion (For these reasons...) in informative piece. Praise: 'Your conclusion wraps up the information and reminds readers what they learned!'