The pre-writing organizer 'A Memory' asks students to answer 'What did you learn and/or what could someone else learn from your memory?,' prompting students to articulate a lesson or takeaway. Wrapping Up asks the child to describe what he learned about the author and the state of Wisconsin, which asks students to summarize information. Activity 2 directs students to write an account of a memory, providing an opportunity to include a concluding idea or lesson in their writing.

The graphic organizers for both Option 1 and Option 2 explicitly include a labeled "Concluding Sentence" field for each of the three planned paragraphs. Activity 3 directs the student to write three short paragraphs with a main idea and supporting ideas and to record a concluding sentence in the organizer. The directions tell the student to plan and write paragraphs (topic sentence, supporting details, and a logical sequence) which includes space to state a concluding sentence for each paragraph.

Students are instructed to write a letter to children of the future using an organizer that directs four paragraphs (who you are; jobs/roles; entertainment; environment). Students are told to include a date, greeting, and closing and to use commas correctly after the greeting and before the name in the closing (e.g., Sincerely, Emma). The rubric and editing steps require students to check formal letter format, paragraph clarity, and the presence of a closing as part of final production.

In Activity 2, Option 2 (The ABCs), students must write a lesson plan that includes a labeled "Conclusion" blank where they are expected to provide the conclusion of the lesson. The Wrapping Up prompt asks students to "describe the treaty Matt and Saknis made," which prompts students to produce a concluding description that relates to the chapter's events. These items explicitly require students to produce a concluding statement or section in their writing or oral response.

Students are asked to record the natural phenomenon and 'How the problem is solved' on the Organizing the Myth student page, which directs them to explain the resolution of the story. The Rough Draft rubric asks students to include problems and solutions and to produce at least three paragraphs, and students are instructed to write, edit, and produce a final copy of their myth.

Students are asked to write a step-by-step plan for how the mice could rescue Sophia's children, including descriptions of steps and illustrations (Activity 2). Students are asked to answer chapter questions in a journal and to "summarize what happened in the chapters he read today" (Reading and Questions; Wrapping Up). Students also record factual and fictional events from each chapter on a page titled "Fact and Fiction" (Activity 1).

The sample outline in Part 2 directs students to write a three-paragraph account with Paragraph 3 devoted to "Outcomes or consequences that occurred because of the event or accomplishment," which functions as a concluding section. The "Organizing My Writing" page asks students to record the sequence of events and use transitional words to show order and flow, supporting a coherent wrap-up. The Writing Rubric asks whether paragraph descriptions of events or accomplishments are clear, which prompts students to complete and clarify the final paragraph.

Students are asked to compose multi-paragraph pieces: the Dream in a Jar requires three paragraphs that describe the recipe, the beginning/middle/end of the dream, and who they would gift the dream to and why. The London Times option requires three paragraphs describing what happened, how the Queen responded, and how characters used their power. The rubrics evaluate organization, sequence, paragraph length, and content detail, which encourage coherent, sequenced writing.

The Book Report Rubric explicitly asks, "Does your fourth paragraph give your opinion of the story?" and the Organizing My Report pages require a four-paragraph report with Paragraph 4 labeled "Your opinion of the book." Students are instructed to plan Paragraphs 1–4 (characters/setting, plot, comparison, opinion) and to conference during editing to improve content and organization. The final-copy step and rubric review require students to produce a completed multi-paragraph report including the specified fourth paragraph.

Students are asked to write a get well card for Sadako and to follow the form for letter writing, which explicitly lists an initial greeting, date, first person, closing, and signature. The activity requires students to draft, edit, and produce an at-least-eight-sentence written product and to include Japanese cultural elements. The Wrapping Up section asks students to summarize the events of the chapters and reflect on Sadako's situation.

Students complete the 'An Inventor' activity where they write 'How it solves a problem and/or makes life easier' and answer the prompt 'How will the invention change the lives of people?', which asks for an overall impact statement. Students also write answers to chapter questions in a journal and are asked in 'Wrapping Up' to describe what they learned about Camp Green Lake and their thoughts about the main character, tasks that require summarizing information. The 'The Happy Campers' organizer asks students to record and illustrate information about characters, encouraging synthesis of details.

Students are asked to write an informational business letter to inform the state department about conditions at Camp Green Lake. The student activity organizer explicitly lists the parts of a business letter, including sender, recipient, date, greeting, body, closure, and signature. The organizer provides lines and prompts for students to compose the letter or to type it on the computer, so students practice organizing informational content into standard letter parts.

Students are directed to plan and write a resolution: the Plot Organizer includes a Resolution section and the Rough Draft Page Layout 5 asks students to "Explain how the character(s) finally solve the problem." Students are scored on plot that includes a conflict, at least two events, and a resolution in the Story Checklist. The skills list explicitly states that students should "Provide a conclusion that follows from the narrated experiences or events."

The lesson explicitly defines that a paragraph has a topic sentence, supporting sentences, and a conclusion sentence. The Reflective Writing Organizer for each of the three paragraphs includes a designated "Conclusion" space, and the Reflective Writing Rubric asks whether paragraphs have a concluding sentence. The revision and final copy activity directs students to revise their organizer and produce a final essay, reinforcing inclusion of conclusion sentences.

The "Escaping the Island" directions explicitly require students to list steps and state that "The last step of your plan should be the first thing you plan to do when you return home," giving students a required concluding step for their escape plan. The Part 4 rubric asks about description, realism, and logical order of steps, which reinforces that students must provide a final, summarized action as the plan's close. Students also produce explanatory paragraphs (environment; how they landed and used resources) and a reflective letter, showing multiple opportunities for extended writing.

Students are asked to "summarize what happened to Columbus and the crew in the month of September," which asks for a concise wrap-up of information. The activities require students to answer guided journal questions and to fill out "The Journey" sheet, tasks that ask students to organize informational details from the reading. Students are also asked to write a short paragraph using vocabulary words (Option 2), which could include an ending sentence.

Students are asked in Activity 2 to write a summary in their journal of Nicodemus' story about life in the farmers' market, the rats' capture, and life at NIMH, and to list important events before writing. The Plot Flowchart activity has students describe important events from both chapters, and the Wrapping Up section asks students to explain how the rats were captured and what happened afterward. These tasks require students to organize and state key information and to reflect on the sequence and outcomes of events.

Students are asked to write answers in a journal after reading chapters, including questions that require summarizing events (e.g., why the rats delayed escape, what they learned exploring the building). Students complete a Plot Flowchart recording an important event from each chapter and respond on a worksheet comparing Nicodemus before and after NIMH, including the prompt "Was Nicodemus better off... Why?" Wrapping Up and Life Application sections ask students to describe how the mice escaped and to write down needs beyond food and shelter, which require written explanations tying information together.

Activity 4 instructs students to write a paragraph describing how their opinion about rats changed and explicitly tells them to "include a conclusion sentence that wraps up the paragraph." The activity also provides linking phrases ("for example," "in addition," "most importantly," "finally") to help students connect reasons and signal closure. The prompt asks students to support their opinion with reasons and then end with a concluding sentence.

The lesson directs students in Activity 3 to write a speech that takes a position on animal research and states: "His speech should also include a conclusion that refers back to your child's opinions and reasons." The speech task further requires three reasons and use of transitional phrases to move smoothly from one point to another. Option 1 asks students to "accompany his pop-up picture with a paragraph that describes the place and why it would be the perfect place to live," which asks for an explanatory paragraph though it does not explicitly require a concluding statement.

The Outlining the Chapter student page includes a labeled space for "Chapter Ending" and a "Chapter Summary," and students are instructed to write a summary of the chapter on the outline page. On Day 2 students are directed to "write her chapter" describing the four outlined events and to read it aloud for feedback on organization. The rubric for the outline asks students to consider organization and whether events flow, which ties planning to a final section of the chapter.