Provide Conclusion for Narrative
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5th Grade ELA › Provide Conclusion for Narrative
Read the narrative. Which ending best follows from the narrated events and resolves the problem?
Keisha stared at the shiny new trumpet in the band room and felt her stomach flip. At home, she could play a few notes, but at school everything sounded squeaky. During the first rehearsal, she missed two entrances and heard a couple of kids giggle. After class, Mr. Ortiz showed her how to breathe from her belly and buzz her lips slowly. Keisha practiced that night, but the next day she still cracked a note during “Hot Cross Buns.” She wanted to quit, yet she remembered Mr. Ortiz saying, “Every good sound starts with a steady breath.” At lunch, her friend Maya offered to practice together in an empty classroom. They counted beats, started over when they messed up, and tried again without rushing. By Friday, Keisha could play the first line smoothly, and she even smiled when she heard her own clear tone.
Suddenly, a famous singer walked into the band room and asked Keisha to go on tour. Keisha packed her bags that night and left school forever. Everyone cheered as the bus drove away.
Keisha learned that hard work is important in life. She was happy and everything was great. The end.
At the next rehearsal, Keisha took a deep belly breath and started on the right beat. When the song ended, Mr. Ortiz nodded, and Maya whispered, “You did it!” Keisha still had more to learn, but she knew practice was working.
That afternoon, Keisha decided to join the soccer team instead and never touched music again. A week later, she won a trophy for scoring the most goals. She forgot all about the trumpet.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Keisha struggles with playing trumpet at school, receives help from her teacher and friend, and gradually improves through practice. The events showed her learning breathing techniques, practicing with Maya, and finally playing a line smoothly. An effective conclusion must address this arc by showing continued progress through the practice methods she learned. Choice B is correct because it shows Keisha applying what she learned (belly breathing, starting on the right beat) and achieving success at the next rehearsal, with acknowledgment from both her teacher and friend. This follows from the narrative because it uses the specific techniques mentioned (breathing from belly) and shows the result of her practice efforts. Choice A is incorrect because it introduces a completely new direction (soccer) and abandons the entire trumpet storyline without resolution. This does NOT follow from the narrated events because it contradicts all the effort and progress shown in the story. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which revision creates a conclusion that follows from the story’s events?
Emma was excited to enter the school’s recycled-art contest. She collected bottle caps, cardboard, and old magazines from her neighbors. At first, she tried to glue everything into a tall tower, but it leaned and fell over. Emma felt frustrated and almost started over, but her teacher suggested building a wide base first. Emma cut a thick piece of cardboard, taped it firmly, and tested it by pushing gently. The tower still wobbled until she added three “support legs” made from rolled magazines. After that, the sculpture stood straight, and Emma added colorful bottle caps in patterns. On contest day, she carried the sculpture carefully into the gym and set it on the display table.
Emma suddenly decided to quit school and move to another country. She left the sculpture behind and never thought about it again. Everyone was confused.
Emma placed the sculpture on the table and then the story ends immediately. The reader never finds out how Emma feels or what she learned. Nothing is wrapped up.
Emma saw her sculpture standing steady and remembered how the wide base and support legs helped. When judges stopped by, she explained her building choices and smiled. No matter the results, she felt proud she solved the wobbling problem.
Emma learned that art is important. She was happy. The contest was fun.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Emma struggles with a falling sculpture, learns to build a stable base and add support legs, and successfully creates a standing sculpture for the contest. The events showed her initial tower falling, following teacher's advice about a wide base, testing stability, adding magazine support legs, and achieving a straight-standing sculpture. An effective conclusion must address this arc by showing her at the contest reflecting on her problem-solving success. Choice B is correct because it shows Emma's sculpture standing steady (the goal achieved), her reflection on the specific solutions (wide base and support legs), and her pride in solving the wobbling problem regardless of contest results. This follows from the narrative because it directly references the engineering solutions she discovered and shows the emotional payoff of her persistence. Choice C is incorrect because it provides only vague, generic statements ('art is important') without any specific connection to the structural problems she solved or the recycled materials she used. This does NOT follow from the narrated events because it doesn't reference any of the specific challenges or solutions shown in the story. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which conclusion best follows from the narrated events and shows change?
Maya was chosen to be the line leader for her class for the first time. At first, she thought it sounded easy: just stand in front and walk. But when the class headed to art, two students kept bumping into each other, and the line stretched out. Maya tried walking faster, hoping everyone would follow, but the line got messier. Ms. Green whispered, "Use a clear voice and give one direction at a time." Maya stopped the line and said, "Everyone, hands at your sides and one arm of space." Some students listened, but others still talked and drifted. Maya remembered how her coach used a countdown at soccer practice. She tried again: "In five seconds, we will be quiet and ready—five, four, three, two, one." This time, the line settled, and they reached art without reminders.
Maya went home and built a treehouse by herself. She used a hammer and saw even though she had never practiced. Her class never came up again.
Maya walked to art class. The end. No one knew if the line improved or not.
Maya felt more confident because she had found a strategy that worked. The next time the line started to wiggle, she used the same calm directions and countdown. She learned that leading means helping others know what to do.
Maya decided leadership was about yelling as loudly as possible. The next day she shouted the whole way to music, and everyone loved it. Ms. Green gave her a trophy for being the loudest.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Maya learns how to be an effective line leader through trial and error. The events showed her progression: thinking it would be easy, facing chaos when students bumped and the line stretched, failing with the speed-up strategy, getting advice from Ms. Green about clear directions, partial success with specific instructions, remembering her coach's countdown technique, and achieving success with the countdown method. An effective conclusion must address this arc by showing her applying what she learned. Choice B is correct because it shows Maya confidently using the same successful strategy (calm directions and countdown) in future situations and reflecting that leadership means helping others know what to do. This follows from the narrative because it demonstrates she internalized the specific techniques that worked and understands the broader principle behind them. Choice A is incorrect because it completely contradicts the narrative's lesson - Maya learned that calm, clear directions work, not yelling loudly. This does NOT follow from the narrated events because it shows the opposite of what the story demonstrated about effective leadership. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which ending best follows from the narrated events and resolves the problem?
On Monday, Amir signed up for the school talent show, even though his stomach felt jumpy. He wanted to tell a funny story, but every time he practiced at home, he rushed and forgot the punch lines. After dinner, he tried again and tripped over his words. "I sound silly," he told his sister, Lina. Lina suggested he write three short notes on index cards: the beginning, the middle, and the ending. The next day, Amir practiced with the cards in front of the mirror and slowed down on purpose. On Wednesday, he practiced for his friend Mateo and asked what parts were confusing. Mateo said, "The ending is funny, but you need a pause before it." Amir tried the pause, and Mateo laughed right on time. By Friday, Amir could tell the story without looking at the cards, and his hands stopped shaking so much.
At the talent show, Amir decided to sing a brand-new song he had never practiced. A music teacher handed him a guitar, and Amir played perfectly. Everyone cheered for the surprise performance.
Amir walked onto the stage and stared at the audience. The lights were bright. He stood there quietly until the announcer called the next performer.
Amir went home after school and thought about how interesting the weather had been all week. Then he cleaned his room and forgot about the talent show. The next day felt like any other day.
When Amir walked onstage, he held his index cards just in case. He spoke slowly, added the pause Mateo suggested, and remembered every punch line. After the last joke, he heard real laughter and smiled all the way to his seat.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Amir faces the problem of wanting to perform comedy but struggling with rushing and forgetting punch lines. The events showed his systematic preparation: using index cards, practicing with pauses, getting feedback from Mateo, and gradually building confidence until he could perform without cards. An effective conclusion must address this arc by showing how his preparation paid off during the actual performance. Choice B is correct because it shows Amir successfully using all the strategies he practiced: holding cards 'just in case,' speaking slowly, adding Mateo's suggested pause, and remembering every punch line. This follows from the narrative because it demonstrates the direct result of his week of preparation and shows his problem (rushing and forgetting) was resolved through the specific techniques he learned. Choice A is incorrect because it introduces completely new elements (singing, guitar, music teacher) that were never mentioned in the narrative about comedy performance. This does NOT follow from the narrated events because it abandons the entire story arc about preparing for comedy and brings in unrelated musical performance. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which conclusion best follows from the narrated experiences and connects to the ending?
Sofia's class visited the science museum, and she headed straight for the building station. The sign said, "Build a bridge that can hold weights." Sofia grabbed long wooden sticks and made a wide bridge, but it bent in the middle. She watched another student add triangles under the bridge like supports. Sofia tried copying the idea, but her triangles were uneven, and the bridge wobbled. A museum helper showed her how to line up the corners and press the pieces together firmly. Sofia rebuilt the supports slowly, checking each corner before adding the next one. When she placed the weights on top, the bridge held five before it finally cracked. Sofia wasn't the top score, but she wrote down what worked so she could try again at school.
On the way back, Sofia looked at her notes about the triangle supports. She realized that careful building mattered more than rushing, and she felt proud of improving. She couldn't wait to test her new idea in her next STEM class.
Sofia decided the museum was boring because she didn't win first place. She threw away her notes and promised never to build anything again. On the bus ride home, she refused to talk to anyone.
When Sofia got home, her cousin announced they were moving to a new country the next day. Sofia packed all night and started a brand-new life. She never thought about bridges again.
Sofia walked out of the museum and the story ended right there. No one knew what she thought about the bridge. The bus drove away.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Sofia faces the challenge of building a bridge that can hold weights at the science museum. The events showed her learning process: initial failure with a wide bridge that bent, observing triangle supports, struggling with uneven triangles, getting help from museum staff, rebuilding slowly and carefully, achieving partial success (five weights), and taking notes for future improvement. An effective conclusion must address this arc by showing how she processes this learning experience. Choice B is correct because it shows Sofia reflecting on her specific experience with triangle supports and careful building, feeling proud of her improvement despite not winning, and planning to apply her new knowledge in STEM class. This follows from the narrative because it directly connects to her note-taking about what worked and her determination to try again at school. Choice A is incorrect because it contradicts the narrative's tone and events - Sofia took notes and wanted to try again at school, not give up entirely. This does NOT follow from the narrated events because it shows the opposite reaction to what the story developed (learning from failure vs. giving up completely). To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which conclusion best follows from the narrated events and returns to the beginning with change?
Emma brought her homemade cookies to the school bake sale. Last year, she had stood behind the table and barely spoke to anyone. This year, she wanted to help more, but she still felt shy. Before the sale started, Emma made a price sign and arranged the cookies in neat rows. When the first customers came, Emma whispered the prices, and her friend Sofia had to repeat them. Emma took a breath and tried again, using a clear voice like she practiced at home. A teacher bought two cookies and said, “Thanks for speaking up. I can hear you now.” Emma started smiling when she handed out napkins and counted change. By the end, there were only crumbs left on the tray, and Emma’s feet were tired from standing all afternoon.
Emma said the bake sale was fun. That is all the ending explains. It does not connect to her shyness or what she did differently this year.
As Emma packed up the table, she remembered how quiet she had been last year. This time, she had talked to customers, handled money, and even joked with Sofia. Walking out of the cafeteria, she felt proud that she had changed.
Emma won a million dollars from a surprise lottery ticket under the table. She bought a mansion and a helicopter. The ending introduces a new event that was not in the story.
Emma went home and decided she would never talk to anyone again. She hid the money from the bake sale and refused to help next year. This ending does not match her growing confidence.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Emma overcomes her shyness at the bake sale through gradual progress from last year to this year. The events showed her starting shy again but making improvements: creating signs, practicing clear speech, receiving encouragement, and successfully interacting with customers throughout the sale. An effective conclusion must address this arc by showing her recognition of how much she's changed from last year. Choice C is correct because it explicitly compares her quiet behavior last year to her accomplishments this year (talking to customers, handling money, joking with Sofia), and shows her feeling proud of her change while packing up. This follows from the narrative because it directly references both time periods mentioned and specific actions that demonstrate her growth. Choice D is incorrect because saying the bake sale was 'fun' provides no connection to her shyness journey or recognition of her personal growth from last year to this year. This does NOT follow from the narrated events because it fails to address the central arc of overcoming shyness that frames the entire narrative. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which ending best follows from the narrated events and resolves the main situation?
Jamal’s class planned a charity walk to raise money for the local animal shelter. Jamal wanted to help, but he didn’t know how to ask neighbors for donations. The first time he knocked on a door, he stared at the ground and mumbled so softly that the person said, “Sorry, I can’t hear you.” Jamal felt embarrassed and walked back to the sidewalk. His friend Marcus said, “Let’s practice together. Start with your name and one clear sentence.” They practiced in the park, taking turns pretending to be neighbors. Jamal learned to hold the flyer up and speak slowly. The next afternoon, he tried again at a different house and said, “Hi, I’m Jamal, and I’m raising money for the animal shelter.” The neighbor smiled and asked questions, and Jamal answered them without rushing. When Jamal looked at his donation sheet later, he saw several new signatures.
Jamal decided the animal shelter should close because it was too much work to help. He tore up the flyers and went home.
Jamal learned that hard work is important. Everyone should always try their best.
Jamal felt proud that practicing with Marcus made him braver at the doors. At the charity walk, he turned in his sheet and knew his effort would help the shelter.
Jamal suddenly became the coach of a professional basketball team. He moved to a new city that same week.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Jamal struggles with asking for charity walk donations but overcomes his fear through practice with Marcus. The events showed his initial failure (mumbling, couldn't be heard), practicing with Marcus (learning to speak clearly with name and one sentence), and successful second attempt (speaking slowly, answering questions, getting signatures). An effective conclusion must address this arc by showing how his practice led to success at the charity walk. Choice B is correct because it shows Jamal feeling proud that practicing with Marcus made him braver and turning in his donation sheet knowing his effort will help the shelter, directly connecting his improved skills to achieving the charitable goal. This follows from the narrative because it acknowledges both the practice that helped him succeed and connects to the original purpose (helping the animal shelter). Choice D is incorrect because it makes generic statements about hard work without connecting to Jamal's specific experience of overcoming fear through practice or the charity walk context. This does NOT follow from the narrated events because it could apply to any story about effort and doesn't reflect the specific skills Jamal developed or his charitable purpose. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which conclusion best follows from the experiences in this narrative?
On Friday, Jamal’s class visited the city aquarium. Jamal hurried to the first tank and pressed his notebook against the glass. A guide explained how sharks keep moving so water can flow over their gills. Jamal wrote that down, but he still felt confused. At the jellyfish exhibit, the room was dark, and the tanks glowed like lamps. Jamal noticed the jellyfish pulsing slowly, almost like they were breathing. He asked the guide why they moved that way, and she said their bodies push water to help them drift. Later, Jamal watched a sea turtle rise for air and then glide back down. On the bus ride home, he reread his notes and circled the word “water” again and again.
Jamal said, “It was fun,” and that was the end of his thoughts. He didn’t mention anything he saw or learned at the aquarium. The trip didn’t seem to matter.
On Monday, Jamal told his class about one big idea he noticed: water helps sea animals in different ways. He explained the sharks’ gills, the jellyfish drifting, and the turtle coming up for air. Writing it all down made the trip feel important to him.
That night, Jamal decided his favorite subject was math because he liked long division. He threw away his aquarium notes and never thought about sea animals again.
The next morning, Jamal built a rocket in his backyard and flew it to the moon. He met an astronaut who taught him how to drive a space rover.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Jamal experiences a field trip to the aquarium where he takes detailed notes about sea animals and water. The events showed him learning about sharks' gills, jellyfish movement, and sea turtles, with him repeatedly noticing and circling the word 'water' in his notes. An effective conclusion must address this arc by showing how he processes or shares what he learned about water's importance to sea life. Choice C is correct because it shows Jamal sharing his key observation about water helping sea animals in different ways, specifically referencing the three examples from his trip (sharks' gills, jellyfish drifting, turtle breathing). This follows from the narrative because it directly uses the information he gathered and shows how his note-taking led to understanding. Choice A is incorrect because it introduces a complete shift to math and throwing away his aquarium notes, which contradicts his engagement and careful note-taking throughout the trip. This does NOT follow from the narrated events because it negates the entire experience shown and introduces preferences never mentioned in the story. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Based on the story, which conclusion best follows from the narrated events?
Sofia and her dad planted a small garden behind their apartment building. Sofia chose cherry tomatoes because she loved them in salads. The first week, she watered every day, even when the soil still felt damp. Soon, tiny flies hovered near the leaves, and the stems looked droopy. Sofia frowned and said, “I think I’m helping, but the plants look worse.” Her dad showed her how to stick a finger into the soil to check if it was dry. They also poked a few small holes in the dirt so air could reach the roots. Over the next two weeks, Sofia watered only when the soil felt dry and pulled a few weeds each Saturday. The plants grew taller and started to form small green tomatoes. One warm afternoon, Sofia noticed the first tomatoes turning bright red.
Sofia suddenly worried about an upcoming spelling test she had never mentioned before. She ran inside and studied for hours. The garden was forgotten completely.
Sofia looked at the red tomatoes and then the story ended. She didn’t do anything with them or think about what she learned. The next sentence was blank.
Sofia picked the ripe tomatoes and rinsed them carefully in the sink. She made a salad and proudly told her dad how checking the soil helped the plants. When she tasted the sweet tomatoes, she felt glad she learned to water the right way.
Sofia decided tomatoes were too easy, so she built a robot to do all the gardening. The robot dug a huge hole and planted a palm tree. Everyone in the building clapped for the robot.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Sofia learns to properly care for her tomato garden after initially overwatering and causing problems. The events showed her learning process: overwatering daily, seeing droopy plants with flies, learning from her dad to check soil moisture and add air holes, watering only when dry, pulling weeds, and finally seeing red tomatoes. An effective conclusion must address this arc by showing Sofia using her new knowledge with the ripe tomatoes. Choice A is correct because it shows Sofia harvesting the tomatoes she grew, making the salad she originally wanted, and explicitly connecting her success to the soil-checking technique her dad taught her. This follows from the narrative because it completes the garden journey from planting to harvest, demonstrates she learned the proper watering technique, and shows her satisfaction with applying what she learned. Choice B is incorrect because it introduces completely new elements (robot, palm tree) that were never mentioned and abandons the personal learning journey about patient garden care that was developed throughout the story. This does NOT follow from the narrated events because it brings in fantastical outside elements and doesn't connect to Sofia's specific experiences learning to properly water and care for tomatoes. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.
Read the narrative. Which ending does NOT follow from the narrated events?
Emma was chosen to be the line leader for her class for the first time. At first, she felt excited, but then she worried about making mistakes. On Monday, she walked too fast and the line stretched out behind her. Her teacher gently said, “Try matching your steps to the class.” On Tuesday, Emma walked slower, but she forgot to stop at the corner and the class almost bumped into another group. Emma apologized and felt her cheeks get warm. At recess, her friend Diego said, “You can practice. Just watch how other leaders pause.” On Wednesday, Emma watched the older class in the hallway and noticed they stopped at every doorway. On Thursday, Emma whispered to herself, “Stop at corners, check behind me,” and the line stayed together. On Friday morning, the teacher handed Emma the line leader badge again, and Emma took a deep breath.
Emma took a deep breath and reminded herself to stop at corners and match the class’s pace. She led the line carefully, and her teacher nodded with a small smile. Emma realized practice helped her feel calmer.
Emma led the class down the hallway, pausing at doorways like she practiced. She checked behind her and kept a steady pace. When the class arrived together, Emma felt proud that she improved all week.
Emma led the line more smoothly than on Monday, even though she was still a little nervous. She remembered Diego’s advice and paused where she needed to. By the time they reached the library, the class was still together.
Emma suddenly found a lost puppy in the hallway and decided to keep it in her desk. The class spent the day training the puppy to do tricks. No one cared about line leading anymore.
Explanation
This question tests 5th grade narrative writing skill: providing a conclusion that follows from the narrated experiences or events (CCSS.W.5.3.e). A conclusion that follows from the narrative means the ending connects logically to what was narrated in the story. It should resolve the problem or situation shown, reflect on the experiences described, show change that resulted from events narrated, or demonstrate the impact of the experience. The conclusion uses information from the narrative - not introducing new elements or making claims unsupported by the events. In this narrative, Emma learns to be an effective line leader through a week of practice and observation. The events showed her improvement process: walking too fast on Monday, forgetting to stop at corners on Tuesday, getting advice from Diego to watch others, observing older students' techniques on Wednesday, successfully applying strategies on Thursday, and receiving the badge again on Friday. An effective conclusion must address this arc by showing Emma leading the line using her learned skills. Choice C is incorrect because it introduces a completely new element (lost puppy) that was never mentioned in the narrative and abandons the entire line leader storyline that was systematically developed throughout the week. This does NOT follow from the narrated events because it brings in a random distraction and doesn't show whether Emma applied any of the line-leading skills she practiced all week. Choices A, B, and D all correctly show Emma using the techniques she learned (stopping at corners, checking behind, matching pace) to successfully lead the line, demonstrating how her practice throughout the week prepared her for Friday's responsibility. To help students: Before writing conclusion, review narrative to identify main arc (What problem did I show? What experience did I narrate? What changed?). Ask 'Does my ending address what I developed in the middle?' and 'Does my ending use information from my story?'. Practice comparing strong conclusions (resolve using story events, reflect on specific experiences) with weak conclusions (introduce new elements, make generic statements, leave arc unresolved). Use story map to plan: beginning setup → middle events → conclusion that follows. Watch for: ending abruptly without resolution, introducing new information in conclusion, writing generic 'I learned a lot' without connecting to specific events, resolving different problem than one shown, stating lessons unsupported by narrative, jumping to unrelated future, forgetting to show how events changed character/situation, contradicting earlier events.