Provide Conclusion for Narrative
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5th Grade Writing › Provide Conclusion for Narrative
Read the narrative. Based on the story, which conclusion resolves the main problem shown?
Chen wanted to make a new friend at his after-school club, but he never knew what to say. He usually sat at the edge of the room and pretended to read the rules poster. One day, the club leader announced a team challenge: build the tallest paper bridge using only index cards. Chen was placed with a student named Amina, who smiled and asked, “Do you like folding or taping?” Chen shrugged, then quietly said he was good at careful folds. Their first bridge sagged in the middle, and Chen felt embarrassed. Amina suggested they make triangle supports, and Chen folded the cards into sturdy shapes. When the bridge held up a stack of pennies, Amina high-fived him and said, “Your folds saved it!” As they cleaned up, Chen noticed he wasn’t pretending to read anymore.
Chen went back to sitting alone and decided talking to people was impossible. He avoided the club leader and hid behind the rules poster again. Nothing changed.
Chen learned that friendship is a good thing. He felt nice inside. Everyone should be kind.
Amina invited Chen to sit with her next week, and Chen said yes without whispering. On the way out, he asked her what other challenges she liked, and she answered with a grin. Chen realized it was easier to talk when they worked on something together.
A movie director walked into the club and offered Chen a starring role. Chen left town that night to film an action movie. The paper bridge was never mentioned again.
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, Chen wants to make a friend but struggles with shyness, gets paired with Amina for a bridge challenge, successfully collaborates using his folding skills, and receives positive recognition from her. The events showed him hiding behind posters, being asked about his preferences, contributing his folding expertise, problem-solving together with triangle supports, and no longer pretending to read. An effective conclusion must address this arc by showing continued friendship development through their shared experience. Choice B is correct because it shows Chen accepting Amina's invitation without whispering (showing increased confidence), initiating conversation about challenges (overcoming his initial problem of not knowing what to say), and reflecting that working together made talking easier. This follows from the narrative because it directly builds on their successful collaboration and shows how the shared activity helped him overcome his shyness. Choice A is incorrect because it shows Chen regressing to his original behavior (sitting alone, hiding, avoiding) which contradicts all the progress shown through the bridge-building experience. This does NOT follow from the narrated events because it ignores the positive interaction and confidence gained. 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 resolves the situation developed in this narrative and follows from the events?
Yuki and her dad planted three tomato seedlings in a sunny spot behind their apartment building. At first, Yuki watered them every day, but the soil turned muddy and the leaves drooped. Her dad explained that roots need air, not just water, and they checked the soil with a finger before watering. The next week, Yuki forgot once and worried the plants would dry out. When she looked closely, she saw the soil was still damp under the top layer. She pulled a few weeds and used a small stick to gently loosen the dirt. After that, she made a simple schedule on the fridge: water only when the soil felt dry and the leaves looked thirsty. By the end of the month, the plants stood taller, and tiny yellow flowers appeared.
Yuki decided tomatoes were too hard, so she threw the plants away and asked for a video game. Then she stayed inside for the rest of the summer. She never thought about gardening again.
A neighbor arrived with a brand-new puppy and asked Yuki to train it for a contest. Yuki spent every afternoon teaching the puppy tricks. The garden disappeared from the story.
A few weeks later, Yuki picked her first red tomato and rinsed it under the sink. She smiled because the schedule and careful watering had worked. When she shared slices with her dad, she felt proud of what she had learned about patience.
Yuki learned that plants are living things. She felt good. Everything 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, Yuki learns to care for tomato plants through trial and error, discovering proper watering techniques and creating a schedule, with plants showing progress by growing taller and flowering. The events showed overwatering problems, learning about soil moisture, making a watering schedule, and seeing yellow flowers appear. An effective conclusion must address this arc by showing the result of her patient care - the tomatoes growing. Choice D is correct because it shows the natural result of her efforts (picking a red tomato), uses the specific methods she learned (the schedule and careful watering), and reflects on the lesson about patience she gained. This follows from the narrative because it completes the growing cycle started with seedlings and shows the payoff of her learned techniques. Choice C is incorrect because it provides only vague, generic statements ('plants are living things') without any specific connection to the tomato growing experience or her specific learning journey. This does NOT follow from the narrated events because it doesn't reference any of the specific challenges, solutions, or 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 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.
Keisha learned that hard work is important in life. She was happy and everything was great. The end.
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.
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 conclusion makes the most sense because it follows from the narrated events?
Jamal found a lost library book under his bed, and the due date sticker showed it was overdue. He felt worried because he didn’t want the librarian to think he didn’t care. At first, he planned to hide the book in his backpack and return it quickly. Then he remembered how the librarian always said, “Honesty helps us fix problems.” Jamal told his mom what happened, and she helped him look up the library’s rules online. They learned he would need to pay a small fine, but he could also earn it by doing extra chores at home. Jamal washed dishes for three nights and put the fine money in an envelope. The next day, he walked into the library holding the book and the envelope, even though his cheeks felt hot.
Jamal threw the book into the trash outside the library and pretended it never existed. Then he borrowed ten more books and lost them too. He didn’t care anymore.
A new librarian arrived and announced that the library was turning into an amusement park. Jamal rode a roller coaster made of books. Everyone forgot about due dates.
Jamal handed the book to the librarian and explained where he found it. The librarian thanked him for being honest and helped him pay the fine. Jamal left feeling relieved and determined to return books on time.
Jamal learned that rules are rules. He felt many feelings. The day was interesting.
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 discovers an overdue library book, wrestles with how to handle it, remembers the librarian's advice about honesty, and prepares to return it with the fine money he earned. The events showed him considering hiding it, choosing honesty instead, researching the fine, earning money through chores, and walking into the library despite embarrassment. An effective conclusion must address this arc by showing him following through with his honest approach. Choice A is correct because it shows Jamal completing his plan (returning the book and explaining), receiving acknowledgment for his honesty, and learning from the experience (determined to return books on time). This follows from the narrative because it uses the honesty theme established and shows the resolution of his prepared actions. Choice B is incorrect because it shows Jamal doing the opposite of everything established in the narrative - throwing away the book and becoming irresponsible, which completely contradicts his careful preparation and decision to be honest. This does NOT follow from the narrated events because it negates all his effort to do the right thing. 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?
Amir’s class visited the city science museum on a rainy Tuesday. He rushed to the electricity exhibit and rubbed his socks on the carpet to make a tiny spark. Next, his group tried the wind tunnel, but their paper airplane kept flipping over. Amir felt annoyed because he wanted it to fly straight like the ones in the videos. The museum guide suggested folding the wings evenly and adding a small paper clip to the nose. Amir and his partner, Sofia, carefully measured both wings with a ruler printed on the table. Their first new plane still wobbled, so they bent the back edges just a little. On the third try, the plane sailed through the tunnel and landed softly in the net. Amir laughed, and Sofia held up the plane like it was a prize.
Amir and Sofia walked away from the wind tunnel without testing the plane again. They didn’t know what to do next. The class moved on, and the story ends there.
Amir decided the real problem was the rain outside, so he bought an umbrella at the museum store. Then he spent the rest of the day learning to juggle oranges. He forgot about the wind tunnel.
On the bus ride home, Amir stared out the window and felt proud of his group’s patience. He realized small changes, like even folds and a paper clip, can make a big difference. He couldn’t wait to tell his family how they solved the problem together.
A museum guard handed Amir a gold medal for being the smartest visitor of the year. The mayor arrived and gave a long speech about airplanes. Amir became famous overnight.
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's group struggles with making a paper airplane fly straight in the wind tunnel, receives guidance about even wings and paper clips, and succeeds after careful adjustments. The events showed measuring wings with a ruler, making multiple attempts, and finally achieving success through patience and teamwork. An effective conclusion must address this arc by reflecting on the specific problem-solving experience. Choice A is correct because it shows Amir reflecting on the specific lessons learned (patience, small changes like even folds and paper clips) and feeling proud of the group's collaborative problem-solving. This follows from the narrative because it directly references the specific solutions they discovered (even folds, paper clip) and the teamwork shown. Choice B is incorrect because it introduces completely unrelated elements (rain, umbrella, juggling) and abandons the wind tunnel experience without any reflection. This does NOT follow from the narrated events because it ignores the entire problem-solving arc and introduces random new activities. 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 would follow from the experiences in this narrative?
Mei wanted to bake muffins for the school bake sale, but she had never baked without an adult. She read the recipe twice and lined up the ingredients on the counter. When she measured the flour, she packed it down hard, and the batter turned thick like clay. Mei worried she had ruined everything, but she remembered her aunt saying, “Flour should be light.” Mei dumped the flour back into the bag and spooned it gently into the cup without pressing. This time the batter looked smooth, and she folded in blueberries carefully. While the muffins baked, the kitchen smelled sweet, and Mei kept checking the timer instead of opening the oven. When the pan finally came out, the tops were golden and slightly cracked.
Mei tasted one muffin and smiled because it was soft, not heavy. She wrote “spoon flour, don’t pack it” on a sticky note for next time. At the bake sale, she felt proud seeing people choose her muffins.
A magician appeared in Mei’s kitchen and turned the muffins into bouncing balls. Mei joined the magician’s show and traveled the world. She never baked again.
Mei decided that baking is the same as playing video games. She said she learned a lot about life. Everything worked out perfectly.
Mei turned off the oven and threw the batter away without baking it. She didn’t try any measuring changes. Then she went to bed, and the story stops.
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, Mei learns to bake independently by discovering the importance of measuring flour correctly, fixing her mistake, and successfully baking golden muffins for the bake sale. The events showed her packing flour too hard, remembering her aunt's advice about light flour, re-measuring properly, and waiting patiently for the muffins to bake. An effective conclusion must address this arc by showing the result of her corrected technique and her learning from the experience. Choice A is correct because it shows Mei tasting the successful result (soft, not heavy muffins), making a specific note about the technique she learned (spoon flour, don't pack it), and feeling proud at the bake sale. This follows from the narrative because it directly addresses the flour-measuring problem she solved and shows the positive outcome of her learning. Choice D is incorrect because it shows Mei giving up before even baking the corrected batter, which contradicts the narrative where she already fixed the flour problem and the muffins were baking with a sweet smell. This does NOT follow from the narrated events because it ignores her successful problem-solving and the fact that the muffins were already in the oven. 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 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 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 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 ending would follow from the narrated events?
Carlos was excited for the school science fair, but he couldn’t decide on a project. He first tried making a baking soda volcano, but three other students were already doing it. Then he tried building a paper airplane launcher, but it snapped when he pulled the rubber band too hard. Carlos felt stuck until his grandma showed him her houseplants by the window. She said, “Plants lean toward light. You could test how different light affects growth.” Carlos planted three bean seeds in cups and put one by a sunny window, one in the shade, and one under a lamp. Each day, he measured the sprouts with a ruler and wrote the numbers in a notebook. After a week, the plant by the window was tallest, and the shaded plant was short and pale. Carlos made a poster with his results and practiced explaining what he noticed. The night before the fair, he packed his poster, notebook, and the three cups carefully into a box.
Carlos opened his box and found a brand-new video game inside. He forgot about the science fair and played all night. The next day, the fair was canceled for no reason.
Carlos decided the real problem was that his backpack was too small. He bought a bigger backpack and stopped thinking about science. The story ended there.
Carlos learned that science is important for everyone in the whole world. That is why he was happy. The end.
At the fair, Carlos explained how he tested light in three places and showed his notebook measurements. When a judge asked why the shaded plant was pale, Carlos pointed to his observations about sunlight. Carlos felt proud because his project came from trying again after his first ideas did not work.
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, Carlos struggles to find a science fair project but eventually succeeds by testing how different light affects plant growth. The events showed his journey: failed volcano attempt (too common), broken airplane launcher, grandma's suggestion about plants and light, systematic experiment with three conditions, daily measurements in notebook, clear results, and careful preparation for the fair. An effective conclusion must address this arc by showing Carlos presenting his project at the fair. Choice A is correct because it shows Carlos explaining his specific experiment (testing light in three places), using his notebook data to answer questions, and reflecting on how his success came from persevering after initial failures. This follows from the narrative because it uses the exact elements developed in the story (the three light conditions, notebook measurements, observations about the shaded plant) and shows how his struggle led to a meaningful project. Choice B is incorrect because it introduces completely new elements (video game, fair cancellation) that were never mentioned and abandons the entire science fair preparation that Carlos worked on throughout the story. This does NOT follow from the narrated events because it brings in random outside elements and leaves the main arc about Carlos's science project completely unresolved after all his careful preparation. 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?
Jamal volunteered to help in the school library during homeroom. On his first day, he pushed a cart of books toward the shelves, but he couldn’t find where many belonged. He placed a mystery book in the science section by mistake, and the librarian, Ms. Patel, gently showed him the labels on the shelves. She explained that the numbers and letters on the book spine matched the shelf signs. Jamal practiced by finding three books Ms. Patel picked and returning them to the correct spots. The next day, he moved more slowly and checked the spine labels before shelving anything. He still got confused when two sections had similar numbers, so Ms. Patel taught him to look at the second number too. By Thursday, Jamal could shelve a whole row without help, and he even helped a younger student find a book about volcanoes. On Friday, Ms. Patel handed Jamal a new cart and said, “I think you’re ready to handle this one on your own.”
Jamal left the library and became the coach of the school basketball team that same day. He traveled to another state for a championship game. The library was never mentioned again.
Jamal learned that libraries are good places. He learned a lot about responsibility. The end.
Jamal took the cart and carefully matched each spine label to the shelf signs, just like Ms. Patel taught him. When he finished, Ms. Patel thanked him, and Jamal felt proud that he could help others in the library. He realized that paying attention to small details made the job easier.
Jamal took the cart and threw all the books into random shelves as fast as possible. Ms. Patel cheered because speed was the only thing that mattered. Jamal never needed labels again.
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 learns to properly shelve library books through systematic instruction and practice with Ms. Patel. The events showed his learning progression: initial confusion and mistakes, learning about spine labels matching shelf signs, practicing with three books, checking labels before shelving, learning to use second numbers for similar sections, successfully shelving a whole row independently, helping another student, and being trusted with a cart on his own. An effective conclusion must address this arc by showing Jamal successfully completing this independent task. Choice A is correct because it shows Jamal applying the specific skill Ms. Patel taught (matching spine labels to shelf signs), successfully completing the independent task, receiving acknowledgment for his help, and reflecting on how attention to detail (a lesson from his training) made the job easier. This follows from the narrative because it demonstrates how his week of learning and practice prepared him to work independently and help others in the library. Choice C is incorrect because it introduces completely unrelated elements (basketball coach, championship game) that were never mentioned and abandons the entire library volunteer storyline without showing whether Jamal succeeded with the independent cart task. This does NOT follow from the narrated events because it brings in random new activities and leaves the main arc about Jamal learning library skills completely unresolved after Ms. Patel just expressed confidence in his abilities. 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?
Maya wanted to learn how to ride her bike without training wheels before summer ended. On the first try, she wobbled and put her feet down right away. Her neighbor Chen offered to help and said, “Let’s start on the grassy field so it’s softer.” Maya practiced pushing off and gliding, but she kept turning the handlebars too sharply. Chen reminded her to look ahead instead of staring at the front tire. After several tries, Maya glided for three seconds, then five seconds, and she laughed even though she still had to stop. The next day, she tried on the sidewalk and felt faster, but she panicked and stepped off. Maya took a break, drank water, and told herself she could try again. On the last afternoon of summer break, Maya rolled her bike back to the grassy field and asked Chen to watch one more time.
Maya rode the bike perfectly on her first try and did ten tricks in a row. Everyone in the neighborhood cheered like it was a parade. Maya never felt nervous at all.
Maya went to the field and the story ended. Nothing else happened, and the reader never found out if she improved. The end.
Maya suddenly decided to learn to swim instead of riding a bike. She signed up for a swim team and never looked at her bike again. Chen became a famous coach on television.
Maya pushed off, looked ahead, and kept her handlebars steady like Chen taught her. She glided across the field and then pedaled a few times before stopping safely. Maya grinned and thanked Chen because she knew her practice led to this moment.
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 works to learn bike riding without training wheels before summer ends, with help from her neighbor Chen. The events showed her gradual progress: initial wobbling, Chen's advice to use grass and look ahead, improving glide times (three seconds to five seconds), trying the sidewalk but panicking, taking a break and encouraging herself, returning to the field on the last day of summer. An effective conclusion must address this arc by showing Maya's final attempt using what she learned. Choice B is correct because it shows Maya applying all the specific techniques she practiced: pushing off, looking ahead (Chen's advice), keeping handlebars steady (addressing her earlier sharp turning problem), gliding and then pedaling (progression from her practice), and acknowledging how practice led to success. This follows from the narrative because it demonstrates the culmination of her week-long effort and Chen's coaching, showing she achieved her goal through the specific skills developed in the story. Choice A is incorrect because it introduces a completely new activity (swimming) and abandons the entire bike-learning journey, plus adds an unrealistic element about Chen becoming a famous TV coach. This does NOT follow from the narrated events because it brings in unrelated elements and leaves Maya's bike-riding goal that drove the entire narrative completely unaddressed. 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.