Students are asked in Activity 2 to write an account of an early memory and complete a pre-writing organizer that includes a specific prompt: "What did you learn and/or what could someone else learn from your memory?" The Skills section also directs students to "recount or narrate" and to "present information in a sequenced, logical manner," which supports composing a narrative with a concluding insight.

Students are asked to write three short paragraphs about Christmas at their home and to use a graphic organizer that includes a "Concluding Sentence" line for each paragraph (both Option 1 and Option 2). Students are told each paragraph will have a main idea and supporting ideas, and the organizer explicitly prompts planning a concluding sentence for each paragraph. Activity 3 frames the task as writing for a book about Christmas in different homes, which requires students to compose connected paragraph responses.

In Activity 4, students are prompted to plan their own version of "The Boy (or Girl) Who Cried..." by answering guided questions that sequence events (Who is the main character? What will he lie about three times? What will he tell the truth about the last time?). The final question explicitly asks "What will happen when he tells the truth?", which requires students to specify the outcome of the narrated events. Students are then asked to write their story in their journal and illustrate a scene, providing an opportunity to include that outcome as the story's ending.

Students plan, draft, revise, and produce a multi-paragraph friendly letter describing life today, using an organizer that prompts sequential paragraphs about who they are, family roles, entertainment, and the environment. The skills list asks students to sequence events and ideas and to reflect upon and revise writing by adding descriptive words and sequencing events and ideas. The editing and final draft activity has students revise for content, grammar, spelling, and creativity and then produce a final copy.

The lesson asks the child to prepare and tell a story during Pioneer Family Night and to let other family members take turns telling stories, which engages students in narrating events orally. The Skills section lists 'recount or narrate' and using oral and written language to present information in a sequenced, logical manner. The Student Activity Pages prompt students to choose favorite book sections, practice reading them aloud, and explain their choices, which requires recounting and explaining events or experiences.

Students identify the story's resolution by filling in the "resolution" field on the Story Elements activity. Students evaluate the ending when asked whether they liked the way the author ended the story and are prompted to think of a better way to end it. Students complete journal/discussion prompts (e.g., recommending the novel and explaining why) that require them to reflect on the book's conclusion and outcomes.

Students are asked to retell the butterfly story to someone else using props and to add ingredients to the bag as they retell, which requires them to narrate events in sequence. Students are asked to write a short script for a puppet show based on "Why Possum Has a Naked Tail," composing lines for characters that enact the story's events. Students complete an activity recording the problem and solution of each myth, explicitly identifying story resolutions.

Students are asked to "make inferences and draw conclusions based on events in the story" as an explicit listed skill and answer comprehension questions that require explaining problems, reasons, and lessons (e.g., "What lesson did the alligator teach the hunter?"). Students write in their journals responses to questions about why events mattered and how animals supported survival, and they write sentences or poems about animals' roles. Students also report information on topics (e.g., history of the buffalo) which requires synthesizing story details into written responses.

Students are prompted to record "How the problem is solved" on the Organizing the Myth activity page, which directs them to plan a resolution. Instructions tell students the problem's solution should affect the natural phenomenon they are describing, linking the resolution to the narrated event. The rough draft rubric's Content section explicitly checks that students provide a problem and a solution in the myth. Students are also guided to revise for organization and content during the editing stage.

Students are asked to write a first-person account of their kite-flying experience that describes what happened and their feelings and ideas about the events. Students respond to the student activity page prompts "Describe what happened" and "Why do you think this happened?", which ask for a summary and a causal or reflective explanation. Students are prompted in Wrapping Up to state what Franklin learned about electricity, which asks them to draw an inference from narrated events.

The Rough Draft instructions require a three-paragraph first-person account and explicitly specify Paragraph 3 be about "Outcomes or consequences that occurred because of the event or accomplishment," directing students to present what follows from the narrated events. Part 1 has students record the sequence of events and practice transitional words (first, then, finally), which supports creating a coherent lead-up to a concluding outcomes paragraph. The Writing Rubric asks students to check that paragraph descriptions of events or accomplishments are clear, which prompts students to confirm their final paragraph connects logically to the events.

In Activity 1 students are asked to "describe the battle and which side ultimately won," which requires stating an outcome after narrating events. The Wrapping Up section asks students to "summarize the events that occurred today," prompting students to synthesize and close a recounting of events. Activity 4 asks students to answer guided questions about plot events (e.g., what happened when Lucy went inside the wardrobe), which involves recounting events that could be followed by a concluding statement.

Students answer comprehension and inferential journal questions about Chapters 13–14 (e.g., "Why did Aslan not attempt to escape the witch?" and "Why did the witch kill Aslan?"). In the Wrapping Up prompt students are asked to describe what Aslan had to endure and why he willingly allowed the witch and her followers to do this to him. In Activity 4 students research a historical leader and decide whether that leader was more like Aslan or the White Witch, then explain how the leader used power.

Students are asked in Activity 1 to describe and illustrate the next route the children will discover to get into Narnia and to act out the situation as one of the siblings, which requires composing a continuation of events. Several journal questions (e.g., Question #7 and Question #8) require students to recount what the children discovered and what happened when they went back through the wardrobe, prompting students to narrate events and their outcomes. Question #6 asks students to state what type of adult each child grew up to be, which asks students to connect narrated experiences to later outcomes.

Students are asked to write narrative pieces such as "Write a short story that improves the book..." and two linked journal entries (one while lost and one after return), which require sequencing events and character perspective. Students must select and complete three projects and prepare a summary of the book to present to an audience, indicating they will produce extended written and oral narrative work. Several prompts (e.g., pretend you are Edmund; write text-message exchanges) require students to generate connected events or interactions from a character's viewpoint.

The lesson asks students to answer chapter questions in a journal and to describe how the queen received Sophie and the Giant, which requires students to summarize events and state outcomes. The wrapping-up prompts ask students to judge believability and to imagine what might have happened if the queen did not believe Sophie, asking students to draw conclusions from narrated events. Activity 3 directs students to role-play the queen in specific situations and to produce written journal responses supporting adjectives with textual evidence, which involves synthesizing events and articulating reasoning.

The "A Dream in a Jar" option asks students to write in three paragraphs detailing the beginning, middle, and end of the dream and to explain who they would gift the dream to and why, which requires students to sequence events and provide an ending. The rubrics for both options evaluate "sequence" and paragraph organization (paragraph length, topic sentences, supporting details), and the London Times option requires three paragraphs describing what happened and how the Queen responded, which asks students to produce a sequenced account of events.

Students are asked to write a paragraph about a challenging real-life event in Activity 2, describing the "other ways" they found to accomplish a task and to record the experience in their journal. The activity prompts students to consider "what someone could learn from reading his account," which asks for a takeaway related to the narrated event. Skills listed include "Recount or narrate" and "Present information in a sequenced, logical manner," supporting practice in telling events in order.

Students are asked in Activity 2 (Option 1) to write a paragraph describing their experiences and occupation in the Old West and in Option 2 to write a letter describing their journey, job, and hardships. The Skills section lists "Share written products in a variety of ways," indicating students will produce and share written narrative products. The Wrapping Up prompt asks students to explain what they learned about the history of Green Lake and the people who lived there, which requires summarizing information from their reading and activities.

Students are directed to answer three or four questions in a journal about Chapters 37–41, including questions that ask for meanings and implications of events (for example, asking what Stanley found beneath his feet and what that meant). The Wrapping Up prompts ask students to state what Stanley learned about Zero and to describe what they would have done if they were Stanley, which requires drawing a conclusion from the characters' experiences. Several comprehension questions (e.g., why Zero got arrested, why it took him so long to tell Stanley) ask students to infer causes and consequences from narrated events.

Students are asked to sequence events and identify the problem, climax, and solution for two intertwined stories in Activity 3, which has them determine the resolution for each plot. In the Introduction students are prompted to predict how the story will end and later to identify irony in the final chapters, requiring them to consider and articulate the story's ending. Reading comprehension questions ask students to explain outcomes (for example, how the curse was broken and what happened when Stanley and Zero left the camp), asking students to state what follows from events.

Students are asked to identify story elements on the "Fiona's Luck Story Elements" page, including a specific space for the Resolution. The answer key explicitly states the Resolution: "Fiona outwits the leprechaun king and releases the luck from the chest so Ireland can have luck again." The lesson's wrapping up asks students to give a verbal summary and name and describe the story elements they identified, reinforcing recognition of a story's resolution.

Students complete a Story Elements activity that includes a specific "Resolution" section where they record how the conflict is resolved (answer key: Sadko chooses to return home and lives happily). Students answer question #4 asking whether Sadko made the right decision, which requires them to evaluate and state the story's ending and its consequences. Students are asked to verbally summarize the story and review its story elements, reinforcing their ability to identify the conclusion that follows from events.

The lesson asks students to complete the Snow Queen Story Elements graphic organizer and explicitly includes a Resolution section for students to fill in; the provided answer key states the resolution (Gerda sings, Kay cries, the mirror fragments leave, they return home). Activity 7 directs students to record the story's resolution and keep it for future lessons, which requires students to state the conclusion that follows from the narrated events. The answer key models a clear narrative conclusion that students can copy or paraphrase when completing the organizer.

The skills list explicitly includes "Provide a conclusion that follows from the narrated experiences or events." The Plot Organizer and Story Checklist require a "Resolution" and a plot that contains a conflict, events, and a resolution. The Rough Draft directions assign Page 5 to "Describe how the character(s) are finally able to solve the problem," and Part 8 has students edit and produce a final copy that incorporates the resolution.

Question #8 asks students to "Think of a plan for helping Abel get off the island" and explicitly instructs them to "Support interpretations or conclusions with examples drawn from text," which directs students to draw conclusions from narrated events using evidence. The "Wrapping Up" step asks students to summarize what happened to Abel in today's chapters, giving students practice in stating outcomes of the events they read.

Students answer journal questions that ask them to infer and conclude about Abel's development (e.g., "How is Abel's opinion of himself changing…?" and "How is Abel learning to adapt to his environment?"). The skills list explicitly asks students to "Draw conclusions, make generalizations, and gather support by referencing the text" and to "Make inferences and draw conclusions about characters and events." Activity 2 asks students to provide evidence for inferred personality traits and to discuss whether they inferred those traits before the author stated them.

Students are asked to write a three-paragraph reflective/narrative about perseverance or a poignant life event, using the Reflective Writing Organizer that includes a labeled "Conclusion" box for each paragraph. The Facts and Definitions section explicitly states that a paragraph has a conclusion sentence. The Reflective Writing Rubric asks students to check whether their paragraphs had a topic sentence, supporting details, and a concluding sentence, and students revise and produce a final copy.

Students are asked in Activity 3 to describe Abel before and after his time on the island and to explain what caused Abel to change, including writing acrostic descriptions that contrast his earlier and later traits. The opening question asks whether Abel will ever get home and prompts students to predict outcomes, and the Wrapping Up asks students to describe a personal situation that caused change and to explain how and why it changed them. These tasks require students to connect events (the island experience) to resulting character changes and to state their judgments about outcomes.

Students are asked in Activity 2 to write an alternate ending for the story, beginning from the prompt "Abel knew there had to be a way off the island..." and to describe a new, realistic way Abel could have gotten off the island. The Introduction and Reading questions prompt students to recall and predict what happened to Abel at the end of the prior chapter, which has students focus on the story's resolution and outcome. The Skills list includes identifying elements of fiction such as plot, which implicates understanding event sequences and endings.

Students are instructed in Part 4 to write a step-by-step escape plan and to make the last step describe the first thing they will do when they return home. The Final Project Rubric (Part 4) explicitly checks for description of escape directions, realism, and logical order of steps, reinforcing that the final step should follow from the narrated escape events.

Students are asked to write a personal narrative in Activity 3 Option 1 (Write about a time you went to the ocean), which requires recounting a real experience. The Skills section explicitly lists that students will "use oral or written language to recount or narrate." The "The Journey" chart has students record chronological events and attitudes for each month, which practices organizing narrated events.

Students are prompted to reflect on the significance of their event with questions such as "Did the event change your life…?", "Did the event cause you to have strong feelings?", and "What could you teach someone by sharing the event?" during the Selecting an Event activity. The Pre-Writing page asks students to list ten facts, three feelings, and three quotes related to the event, guiding them to organize content that could support a concluding idea. The Writing the Entry activity asks students to determine if they communicated the importance of the event and their own feelings and observations when they read their journal entry aloud to themselves.

Students are asked to list disadvantages of life at sea versus life on land from Pedro's perspective and then complete the prompt "I would rather be ___ because ___," requiring them to draw a conclusion based on narrated events. The Skills section explicitly lists "Draw conclusions from information gathered," directing students to infer outcomes from the journal entries. The Wrapping Up prompts ask students to state what Pedro is learning about the natives and about Columbus, asking for summary conclusions that follow from the entries.

Students are asked in Activity 3 to pretend they are Pedro and write a firsthand report recounting the voyage, explicitly explaining the crew's survival, their discoveries, and what it was like to sail with Columbus. The Wrapping Up section asks students whether the story had a happy ending and to discuss consequences of the voyage, prompting consideration of the story's outcome.

Students are asked to answer journal questions about the chapters, including "Do you think the rat's plan will work? Why or why not?", which prompts them to draw a conclusion based on events. Students complete a Plot Flowchart describing important events from both chapters, which requires ordering events and linking causes and effects. Students are asked to describe the rats' plan in a wrap-up activity, which involves summarizing the outcome and reasoning about the events.

Students are asked to answer chapter questions in a journal, including inferential prompts (e.g., "What do you think the scientists could learn..." and "Why do scientists do research on animals?"). The "Wrapping Up" prompt asks students to describe what life was like for the rats at NIMH and to state whether the scientists were doing a good or bad thing and why, which asks for a judgment or conclusion based on the narrated events. The Plot Flowchart and journal tasks require students to describe important events from the chapters, giving material they can use to form a concluding statement.

Students are asked to record important events from each chapter on a Plot Flowchart, which requires sequencing events. Question #8 asks students to judge whether the rats were better or worse off for their time at NIMH and to explain why, prompting a conclusion based on the narrated events. Activity 2 and the Student Activity Page ask students to explain what Nicodemus was like before and after NIMH and to answer "Was Nicodemus better off... Why?", which requires students to draw an outcome from the character's experiences.

Students are asked to record an important event from each chapter on a Plot Flowchart and answer questions that summarize the rats' plan and actions, which has them identify narrated events and sequences. Activity 4 directs students to write a paragraph about how their opinion of rats changed after reading and explicitly reminds them to "include a conclusion sentence that wraps up the paragraph." The activities also prompt students to support interpretations or conclusions with examples drawn from text and to use linking words such as "finally."

Students are asked to complete a Plot Diagram that requires listing the problem, three major events leading to the climax, one event after the climax, and the solution to the problem. The Activity 3 directions explicitly state the solution to the problem (e.g., "The rats moved Mrs. Frisby's house, and Timothy and the family were saved") as the final element for students to record. Option 2 asks students to label parts of the plot (including solution) before filling in events, reinforcing identification of a concluding element.

Students are asked to list four major events in an "Outlining the Chapter" page and to fill a specific "Chapter Ending" field in the outline. They are also instructed to write a "Chapter Summary" at the end of the outline and to write the chapter on Day 2 describing the four outlined events. The activities require students to produce a written chapter that includes the events and an ending and to read it aloud for feedback against a rubric.