The Day 2 main idea section explicitly tells students that "The main idea can often be found in the concluding sentences of a paragraph or passage," which draws attention to concluding sentences. The Time Transition Words activity provides a column of "End" transition words (for example: "As a result," "Finally," "To conclude") that signal how to close a piece of writing. Activity 4 asks students to write a 3–4 sentence chapter summary and to "use transitions" and gives an example summary that uses transitional phrases.

Students are told that "The paragraph should end with a sentence that ties the ideas together." The Hamburger Paragraph Organizer includes a labeled "Conclusion" section for students to fill in. The advanced Paragraph Organizer explicitly provides a space labeled "Concluding Sentence."

Students are asked to design a "World's Best Pet" badge and write "World's Best Pet: Tornado" in the badge center, which requires them to state an opinion. Students complete ribbon prompts such as "Tornado is the smartest dog because..." and "Tornado is the funniest dog because...", writing reasons to support that opinion. Option 2 explicitly asks students to give specific examples from the story to justify why Tornado is a good pet, so students practice producing supporting reasons.

Students are instructed in Activity 5 to write a concluding sentence on the rear bone of the fishbone organizer, and the text states that "The concluding sentences sums up the paragraph." The student example includes an explicit concluding sentence: "I am so glad to have a sister." Activity 4 also directs students to recognize that "The end of the story should provide a sense of closure," linking the end of a piece to a resolved conclusion.

Students are directed to use a Hamburger Paragraph Organizer that explicitly labels a 'Conclusion' section, and they are told they can use this organizer for the center-square mini-project to arrange thoughts before writing. The lesson instructs students to write drafts and final copies for projects that involve writing and to make improvements to each project. Several mini-projects require students to write paragraphs, letters, or journal entries where a concluding sentence could be placed.

The Hamburger Paragraph Organizer includes a labeled "Conclusion" and directions stating that the concluding sentence summarizes the information, so students are prompted to write a concluding sentence for a paragraph. Activity 2 directs students to include a greeting, a closing, and a signature when writing a letter, which has them produce a concluding section for that genre. The Wrapping Up prompt asks students to state whether Sarah will enjoy Kansas and to support their opinion, which asks students to produce an opinion response.

The lesson includes a "Hamburger Paragraph Organizer" that explicitly labels a "Conclusion" section, and Activity 3, Option 2 asks students to write a paragraph describing why they selected a gift for Helen and offers the organizer to help structure that paragraph. The organizer's parts (Topic Sentence, three Details, Conclusion) directly prompt students to include a concluding statement or section in their written paragraph. The gift paragraph task asks for reasons (why selected the gift), which aligns with writing that can include a concluding statement.

The student organizer includes a labeled "Concluding Idea" field for both Morning Girl and Star Boy, prompting students to plan a concluding statement for each paragraph. Activity 1 directs students to fill in the organizer and then write two first-person paragraphs, so students transfer their planned concluding ideas into drafts. Activity 3 requires students to produce a final copy of their paragraphs, which would include the concluding ideas they planned.

Part 3 directs students to write a paragraph comparing life in their community with life in ancient Egypt and asks them to do a rough draft, read it aloud, and edit it. The provided Hamburger Paragraph Organizer explicitly labels a 'Conclusion' section, prompting students to include a concluding sentence or section. Wrapping Up prompts students to consider whether life in ancient Egypt would have been more enjoyable, encouraging a final reflective statement.

Activity 2 directs students to "write a sentence about how your hero changed the world," which explicitly asks for a final summarizing sentence about the hero. In Activity 2 students also write several sentences using adjectives to describe their hero, providing body content that could be closed by the concluding sentence. The Wrapping Up prompts ask students to tell about a time they saw or read about a hero and to discuss how heroes motivate others, which can prompt a final summary statement.

Students are asked to write a persuasive letter to a leader arguing that all children should attend school (Activity 2), including three reasons and a personal example. Option 1 provides a structured letter page that explicitly includes a Conclusion section with the prompt: "I hope you will make changes that will allow all children to go to school and to learn." The scaffolded page ends with a "Sincerely," line for a closing, giving students a clear concluding statement/section to complete.

Students are asked in the Perseverance activity to identify a challenging task, list three reasons that encouraged them to keep persevering, and support those reasons with details, which has them state a position and provide supporting reasons. The Wrapping Up prompt asks students to describe why science and inventions are important, which asks them to express a viewpoint in writing. Students are also prompted to write sentences in the Adverbs activity, providing occasions to produce written statements.

The Pre-Writing Organizer prompts students to supply "A concluding idea" for both Paragraph I and Paragraph II, so students plan an ending sentence. The Editing Rubric explicitly asks, "Do your paragraphs have a concluding sentence?" and students use the rubric during Activity 3 to check and revise their drafts. Activity 4 requires students to produce a final copy after editing, reinforcing inclusion of concluding sentences in their published work.

Students practice paragraph structure in Activity 2 by reading a passage, deciding where paragraphs begin and end, underlining the beginning sentence in green and the concluding sentence in red, cutting paragraphs apart, and reading aloud while marking paragraph endings. Students also write a short summary of Chapters 3 and 4 in their journal and answer comprehension questions in complete sentences.

Students are asked to write in a journal describing a decision Poppy made, including the effects of the decision and why the decision was good or bad, which requires stating an opinion and giving reasons. The Wrapping Up prompts ask students whether Dimwood Forest seems good or bad and to point to words and phrases that support their view, asking students to cite textual evidence for an evaluative judgment. The Skills list includes "Retell a spoken message by summarizing or clarifying" and "Use personal experiences and knowledge to interpret written and oral messages," supporting students in forming and supporting opinions from text.

The paragraph organizer includes a labeled "Concluding Sentence" box for each of the three paragraphs, prompting students to plan a concluding sentence. The lesson explicitly explains that "a concluding sentence ends the paragraph and summarizes what was written," teaching the purpose of a concluding sentence. The paragraph rubric asks students to self-assess "Do your paragraphs have a concluding sentence? yes no," which requires students to check for and include concluding sentences. The editing and final-draft steps instruct students to review and ensure their paragraphs are indented and complete, reinforcing inclusion of concluding sentences.

Students are instructed to write a three-paragraph book review with Paragraph 3 telling the theme of cycles and giving their recommendation. The Book Review Rubric and checklist explicitly ask whether the third paragraph gives a recommendation. Students are guided to edit and produce a final copy, reinforcing inclusion of the third-paragraph content.

The student activity page for diary entries includes explicit closing sentence starters such as "Tomorrow I will __." for Armand and a closing prompt "I hope __." for Suzy, and spaces for signatures. The directions ask students to write full journal/diary entries from two perspectives, which require complete sentences and include those provided closing lines.

Students are asked to write short responses to questions (e.g., answers to Chapter 3 questions) and to respond to the final activity question "Would you enjoy Christmas in France? Why or why not?", which asks for a personal opinion and reasons. The student activity pages require written answers and a Venn diagram comparison, and the lesson reminds students to answer verbal and written questions in complete sentences. The lesson also has a planning task where students "come up with a plan for how she will give of her time," which requires composing connected written responses.

Students are asked to write a persuasive letter or speech to Armand and to include three reasons with supporting details using the provided graphic organizer. The organizer guides students to plan a persuasive purpose ("Persuade Armand to stay") and to record three reasons and supporting evidence. Students also practice composing the final product by writing the letter or planning and reading the speech aloud.

Students are asked in Activity 4 Option 1 to "write a paragraph that describes why having a home is important and what families are able to do when they have a home," which asks for stating reasons for an opinion. Activity 2 asks students to "write in her journal about a time she gave up something...in order to do something for someone else" and to think of something she could give up in the future, prompting personal reflective/argumentative writing with reasons. Activity 4 Option 2 has students "write a letter describing how she selected the gift, why it is special, and how it can be used," which requires explaining and supporting a viewpoint about the gift choice.

Students are asked in Activity 2 to write a paragraph describing which type of animal scientist they would most like to be, using an outline of sentence prompts. The outline includes prompts for supporting details (habitat, three animals, an interesting relationship) and ends with the prompt, "I think it is important to learn about __________ because __________," which asks students to state the importance of the topic. Students also write other short responses and a paragraph in the activity, providing opportunities to assemble an opinion with supporting reasons and a final statement.

The paragraph organizers for all three paragraphs include a blank labeled "Concluding Sentence" or "Concluding Sentence/Closing Sentence," prompting students to write a concluding line for each paragraph. The Introduction and Part 2 tell students to discuss how paragraphs are organized (opening sentence, supporting sentences, and concluding sentence), and the Advanced organizer includes a final blank explicitly labeled for a closing idea. The Editing and Revising Rubric asks students to check that all paragraphs end with a concluding sentence and asks whether the closing sentence describes what the writer is trying to convince the reader of.

Students are asked to write a five-sentence paragraph about the place where they feel most comfortable (Activity 2, Option 1) and an advanced paragraph with three reasons and supporting details (Option 2). Both Student Activity Pages explicitly include a labeled space for a "Concluding Sentence." The instructions direct students to outline their paragraph and then write it in their journal, which requires them to include the concluding sentence as part of their written product.

The provided monologue sentence starters for Prince Brat include a final prompt line (item 7: a blank line) that encourages students to complete a closing line, and the Jemmy template ends with a wrap-up prompt about what will happen if they survive, which can serve as a concluding thought. The rubric's Content section asks whether students included the main message, and Part 3 directs students to read through each monologue to be sure they covered the rubric criteria and to make improvements. Students are also asked to practice and present the full monologues, implying they will produce a complete speech with a final line.

Students are asked to write answers in a journal to opinion questions such as whether it was wrong for Winnie's parents not to help the Garbers (Question #4) and whether Winnie's petition is a good idea (Question #8). Students are prompted to explain why (give reasons) and to discuss their answers in follow-up discussions. The Wrapping Up asks students to summarize events and explain which character's personality is most like their own, requiring explanation and justification.

The Planning My Letter pages explicitly give students space to write a Topic Sentence, supporting details, and a Concluding Sentence for Paragraphs 1 and 2, and Paragraph 3 includes a prompt labeled "Concluding sentence." Students are directed to use those planning pages to organize their three paragraphs before writing a first draft. The process includes drafting, multiple focused editing passes, and producing a final copy, so students plan, write, revise, and finalize concluding sentences.