You will learn
- Restate the main idea.
- Sum up reasons.
- Leave a final thought.
- Avoid adding new ideas.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Restate the main idea in new words.
- Sum up the key reasons.
- End with a final thought or call to action.
- Do not add new ideas.
Words to know
the ending that sums up a piece of writing
to say again in different words
a sentence asking readers to do something
a closing idea for the reader to remember
1. Discover: Please keep our park clean
Ama wrote about the park. At the end she wrote: In conclusion, our park should stay clean because it is a safe place to play and a home for birds. Please put your litter in the bin so that everyone can enjoy our park.
Think: What does her conclusion do?
2. Understand: Ending well
Idea 1: Restate
A conclusion restates the main idea in new words: our park should stay clean.
Idea 2: Sum up
Sum up the key reasons briefly: safe place to play, home for birds. Do not add new ideas.
Idea 3: Final thought
Finish with a final thought or call to action: Please put your litter in the bin.
3. Worked examples
Example 1 (I show you): Restate
What idea is restated?
- Main idea.
Answer: our park should stay clean
Example 2 (We do it together): Reasons
What reasons are summed up?
- Two.
Answer: it is a safe place to play and a home for birds
Example 3 (You try): Call
What is the call to action?
Show the steps and answer
- Please…
Answer: put your litter in the bin
Did you know?
Many speeches end with a call to action because it leaves listeners with something to do.
Why this matters
A strong conclusion makes your writing feel finished and memorable.
4. Explore: Conclusion builder
Write a conclusion.
- Restate the main idea.
- Sum up two reasons.
- Add a final thought.
- Check no new ideas.
Think about it: what did you notice?
You can write a conclusion.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- In conclusion, ___.
- This is because ___.
- Remember ___.
- Please ___.
Guided practice
Question 1. The ending that sums up writing is a ___.
conclusion
Question 2. To say again in different words is to ___.
restate
Question 3. A sentence asking readers to act is a call to ___.
action
Independent practice
Level 1: Start
- The ending that sums up writing is a ___.
- To say again in different words is to ___.
- A sentence asking readers to act is a call to ___.
- A closing idea to remember is a final ___.
- Ama wrote about the ___.
Level 2: Grow
- Restate: Reading is fun.
- Name a call to action.
- Should a conclusion add new ideas?
Level 3: Stretch
- Does a conclusion sum up?
- Does it restate the main idea?
- Is a final thought useful?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a conclusion for a paragraph you wrote earlier.
Show a sample answer
a conclusion
Another one. Write conclusions for two paragraphs of your own.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can restate the main idea.
- I can sum up reasons.
- I can leave a final thought.
- I can avoid adding new ideas.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Restate the main idea in new words.
- Sum up the key reasons.
- End with a final thought or call to action.
- Do not add new ideas.
11. Next lesson
Next lesson: Revising and editing. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a conclusion? [1 mark]
- Name two things a conclusion does. [2 marks]
- What is a call to action? Give an example. [2 marks]
- Why should you not add new ideas? [1 mark]
- Explain how to write a conclusion. [3 marks]
Total: 9 marks.
Marking guide and model answers
- the ending that sums up the writing [1]
- restates the main idea [1]; sums up reasons / final thought [1]
- asks readers to do something [1]; e.g. Please recycle [1]
- it distracts and leaves the piece unfinished [1]
- restate the main idea [1]; sum up key reasons [1]; add a final thought [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- The ending that sums up writing is a ___.
- To say again in different words is to ___.
- A sentence asking readers to act is a call to ___.
- A closing idea to remember is a final ___.
- Ama wrote about the ___.
- Restate: Reading is fun.
- Name a call to action.
- Should a conclusion add new ideas?
- Does a conclusion sum up?
- Does it restate the main idea?
Homework
Write conclusions for two paragraphs of your own.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The ending that sums up writing is a ___. | conclusion | 1 |
| 2. To say again in different words is to ___. | restate | 1 |
| 3. A sentence asking readers to act is a call to ___. | action | 1 |
| 4. A closing idea to remember is a final ___. | thought | 1 |
| 5. Ama wrote about the ___. | park | 1 |
| 6. Restate: Reading is fun. | Reading is enjoyable. | 1 |
| 7. Name a call to action. | Please recycle. | 1 |
| 8. Should a conclusion add new ideas? | no | 1 |
| 9. Does a conclusion sum up? | yes | 1 |
| 10. Does it restate the main idea? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 conclusion; 2 restate; 3 action; 4 thought; 5 park. Level 2: 1 Reading is enjoyable.; 2 Please recycle.; 3 no. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Restate the main idea | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Sum up reasons | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Leave a final thought | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Avoid adding new ideas | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: restate the main idea; sum up reasons; leave a final thought; avoid adding new ideas.
Prerequisite knowledge. Supporting opinions with reasons.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Writing; Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.3.1d (provide a concluding statement or section) and W.3.2d; Cambridge Primary English Stage 3 (writing). These sources informed the lesson.