Drawing Conclusions What does that mean?

Drawing Conclusions What does that mean?
6th grade Drawing Conclusions lesson- This lesson is based on the WASL stem asking students to draw a conclusion based on one character, event, or situation in a text

Lesson Plan Read Reading Detective- Galileo’ s Vision
Look at a question that require you draw a conclusion Use student samples to learn how to draw conclusions Look at the scoring guide for that question Look at student sample responses to the question Score them Compare those to teacher scores, did you match? Overview of the lesson

Definition of a conclusion
The closing or last part; the end or finish, the “wrap up” The result or outcome of an act or process A judgment or decision reached after deliberation A final arrangement or settlement, as of a treaty Read the definition of a conclusion to the class. You may want to remind students of the conclusion they write in a 5 paragraph essay. Remind them that a conclusion in an essay wraps things up, is at the end, is the closing (refer to the connection with the first bullet). Also, a persuasive essay conclusion relates closely to the third bullet where the conclusion contains a call to action and a judgment about the topic in the essay. For example, if a persuasive essay is about extending the school day, the conclusion will end with a judgment about the effectiveness of extending the school day. Since students are so familiar with conclusions in an essay relating this to a 5 paragraph essay is a good way to help them remember the definition of a conclusion when reading.

Definition of drawing a
conclusion To draw a conclusion is to take all the evidence from a text or situation, combine that with your background knowledge and then make an overall statement or judgment about a text, person, or situation The definition of “conclusion” was on the previous slide. Now the definition for drawing a conclusion is on this slide. The emphasis on this slide is to combine the definition of conclusion ( the closing, the ending) and add in the definition of “drawing”. The key with drawing a conclusion is that it requires the reader to read the text, collect evidence, combine that with any background knowledge you have on the subject/topic, and then make an overall statement that judges the person, situation, event in the text. For example, the students are about to read a text about Galileo. After reading the text, they will be asked to draw a conclusion about Galileo. Students will have to take what they learned about Galileo, combine that with background knowledge about Galileo (if they have any) and make a judgment about what type of person he was- smart, hard working, etc…

Strategy for drawing a conclusion
Take all the bits of information (evidence gathered in a text) you know about a character, situation, or event and come up with one word or phrase that judges the character, situation, or event This is a strategy for helping kids draw a conclusion about a character/situation/event. It forces kids to come up with one word or phrase that judges the character/situation/event.

What conclusion do you draw?
Example: You know a lady who- graduated from high school at age 16 applied for and was accepted to attend a prestigious college received an “A” in all honors classes in college attended medical school and became a brain surgeon Example: You know a man who- gives one of his kidneys to his dying sister volunteers at the local food bank every Tuesday has two foster kids gives 5% of his income to charity What conclusion would you probably draw about both examples? Make sure students draw conclusions that are one word or phrase that judge the person based on the evidence stated above. Possible answers for each example are: Example one- Conclusions you can draw about the lady are she is smart, a hard worker, motivated, etc…. Example two- Conclusions you can draw about the man are he is kind, giving, not selfish, etc… *** Note to teacher- drawing conclusions is very similar to making inferences because both require the student to draw from their prior knowledge and combine that with the author’s words about a subject, event… However, the difference with this stem is that it requires extensive critical thinking, it is at a deeper level. Drawing conclusions requires the intake of multiple pieces of evidence about a character, situation, or event in order to make a correct conclusion. For example, a low level inference might involve inferring that a person who is coughing is “sick”. The inference is that the person is sick. In order to draw a conclusion about this person at a deeper level the reader would need much more evidence to truly judge the situation, event, or character.

“Galileo’s Vision” by David White It was a clear night in 1610 when Galileo Galilei looked through his telescope and saw the four closest moons of Jupiter. They were only dots in the sky, but they were there. It was quite a discovery. In fact, the moons Galileo saw were the first moons other than our own Moon that anyone had ever seen. I DO Read the selection on the next few slides- Galileo’s Vision out loud to the class, have students just listen to the reading. Let students know their purpose for reading is to draw a conclusion about Galileo. Then click on the slides following the reading that summarize the story (you only need to use those two slides if you have struggling readers/comprehenders that don’t seem to understand the text Galileo’s Vision.

Now, Galileo didn’t invent the telescope
Now, Galileo didn’t invent the telescope. Hans Lippershey of Holland did in He designed it so people could look at things far away. But Galileo was the first to use a telescope to look at stars and planets. Using the telescope, Galileo also discovered that our Moon was not the perfect, mysterious sphere everyone thought it was. He proved that the Moon was filled with craters. He also proved that the light that seemed to be coming from the Moon was actually a reflection of light coming from the Sun.

Galileo was also the first scientist to
prove a theory by testing it and recording results. Until that time, scientists would prove their theories by making arguments without giving evidence. Galileo was the first to provide visual evidence in support of the theory that the Earth revolves around the sun.

A man named Copernicus of Poland had written in 1543 that Earth was not the center of the universe. He had said the Sun was the center what we call the solar system and the that Earth circled the Sun. Not many people believed him. Teachings until that time had placed Earth firmly at the center of the universe, with everything else revolving around it. Galileo, night after night, saw the moons of Jupiter at different points in the sky. It was clear

That they were circling Jupiter, not Earth
That they were circling Jupiter, not Earth. What Galileo saw helped prove Copernicus’s theory. Astronomy has come a long way since We now know that Jupiter has at least 16 moons. We know that our own solar system has nine planets. We know that seven of those planets have moons. We know that the universe contains other solar systems like ours.

We have telescopes searching the
night sky for signs of life. Thousands of people now do what one man started on a hill in Italy almost 400 year ago. Galileo

Key points of Galileo’s Vision
Galileo saw four moons around Jupiter, he was the first to see moons other than our own Moon First to use a telescope to look at stars and planets He discovered Moon wasn’t a perfect sphere Proved the Moon was filled with craters Review notes that summarize the reading, because there is a lot in the passage. Remember you don’t have to use these slides, only use if your students seemed to not comprehend the story

Key points of Galileo’s Vision
He proved light coming off the Moon was actually the reflection of light coming from the Sun First to prove a theory by testing it and recording results First to provide visual evidence that the Earth revolved around the Sun Galileo kept on working night after night Continuation of summary of passage

Conclusion question What conclusion can the reader draw about Galileo? Provide information from the selection to support the conclusion. WASL stem for drawing a conclusion with one person/character used to address the Galileo reading and conclusions we can draw about him. Read the question to the class.

What are some conclusions we can draw about Galileo from what we read?
Quickly go around the room and call on random students to give you one word/short phrase that they think describe Galileo. Record answers on chart paper or the document camera. Possible answers for conclusions we can draw about Galileo- Smart/Intelligent Hard working Persistent Creative Inventive A great astronomer, etc… Now, to remind students that drawing conclusions requires multiple pieces of evidence take a few of the words students listed and note next to the words text evidence to support the one word/phrase to describe Galileo. For example, if a word listed is “smart” the evidence to support it from the text could be Galileo noticed that Jupiter's moons were at different places in the sky. In addition, he is smart because he knew that the Earth was not the center of the solar system and he was the very first scientist to prove a theory by testing it and recording results and just arguing without evidence. This example uses three pieces of evidence to prove that saying Galileo is smart is a valid conclusion that can be supported with multiple pieces of evidence from the story.

Now to understand more about how to draw a conclusion, let’s score student responses
WE NEED A SCORING GUIDE!!! Now the lesson is transitioning from an I DO to a WE DO. The lesson uses student samples to teach kids how draw conclusions and support them with evidence. In order to learn more about drawing conclusions the lesson is now going to have students score sample responses to the WASL stem question- What conclusion can the reader draw about Galileo? Use information from the selection to support your answer. Scoring guide for the question is on the next slide.

Scoring guide for drawing a conclusion question
What conclusion can you draw about Galileo? Use information from the selection to support your answer. 2 A 2-point response states a reasonable conclusion and provides two pieces of text-based evidence to support the conclusion 1 A 1-point response states a reasonable conclusion OR Provides two pieces of text-based evidence to support a reasonable conclusion No conclusion and no evidence OR wrong conclusion and wrong evidence Show scoring guide and state what is needed to receive a 2,1, or 0 on the question about Galileo. Once done going over the scoring guide, pass out typed up student samples. This can be found in the folder titled as “Galileo sample student answers". If you are interested in conserving paper when printing from the power point you can print “handouts” and more than one slide will show up on the page. Put students into pairs. Students should get one hand out per partnership. Partners need to read all the samples and score them either 2,1,0 based on the scoring guide. It is important for students to understand that the “Galileo sample student answers” handout contains actual student answers to the question about Galileo. They were typed up as written and contain many grammatical errors. Note to students that the scoring rubric does not allow them to take off points for spelling, capitalization, etc… errors. *** See the next slide for an example of how to score a student response. Review this with the students before letting them work independently with their partner. Once partnerships are done scoring together pull the whole class back together and click on the following slides that share the score and rationale for each score. Before showing each score slide you could have students put up fingers indicating a two, one, or a fist to represent their score for the student sample before revealing the score. This helps you to get a feel if the class is in consensus and close to the actual score about to be revealed.

Example of student response
I can conclude that Galileo was very smart. The article let me know he was smart because it said he was the first to discover moons other than the Earth’s moon. It also said he discovered the Moon wasn’t a perfect sphere. Score 2 1 Concl 2 Before letting partnerships work on packet of student sample answers to Galileo conclusion question show this slide letting students know how to score. You can even encourage them to do like the slide and circle the conclusion word/phrase and number the two pieces of evidence. For the above example and all student responses for drawing a conclusion it is important students realize that the conclusion and supporting evidence need to match. Meaning if the student notes that Galileo is smart the evidence must show his smartness. Also, it is possible for students to draw wrong conclusions and that is why basing a conclusion on evidence from the text helps to make sure students don’t draw invalid conclusions. As students are scoring in partnerships make sure to display the slide that shows the scoring guide and how to assign a student sample a 2,1, or 0.

Student sample #1 In the selection Galileo’s vision by David white I can draw from the story that gaileo was the first to use a microscope to look in the sky because it already says he’s a scientist who studyed the moon and proved someones theory and he would be the first because he was the one who discovered it. Sample #1 from student packet. Next slide shows the score to the above sample.

Evidence to support the score
Teacher score for #1- 0 Evidence to support the score There is no conclusion stated- the first to use a microscope is not correct There is no information from selection to support a possible conclusion, all vague “Proved someone's theory” shows no detail, is not specific Score is indicated in green.

Student sample #2 A conclusion that the reader can draw about Galileo is that he is intelligent. 1. I know that because he was the first smart person to look at the moons of Jupiter. 2. He also proved his theory of the moons. 3. Lastly, figured that the moon weren’t perfect spheres and the sun reflects the moon. 4. Last but not least the earth is not in the center of universe.

Teacher score for #2- 2 Evidence to support the score Gave a conclusion- intelligent Information from the text- 1. First to see moons of Jupiter 2. Proved theory of moon that weren’t perfect spheres - Sun reflects off moon??? Not specific 3. Earth not center of universe

Student sample #3 One conclusion a reader can draw about Galileo is that hes a science genious. He discovered things about the moon, and Jupiter moon! I would say he’s a genious.

Teacher score for #3- 1 Evidence to support the score Conclusion- he’s a science genius Information from the selection- none Discovered things about the moon and Jupiter moon- What things? Need to be way more specific

Student sample #4 In the story “Galileo’s Vision” a conclusion the reader can draw about Galileo is he is very smart because he proved lots of things like stuff about moons.

Teacher score for #4- 1 Evidence to support the score Conclusion- Galileo is very smart Information from the selection- none “Proved lots of things like stuff about moons.” Need to be specific, use exact examples from text

Student sample #5 You can prove that he is a smart scientist and loves to look through telescopes.

Teacher score for #5- 1 Evidence to support the score Conclusion- a smart scientist Information from the selection- none That Galileo loved to look through telescopes does not support that he is a smart scientist

Student sample #6 That Galileo love to look at stars because he was one of the first ones to look at the stars with a telescope.

Teacher score for #6- 1-/0 Evidence to support the score Conclusion- love to look at the stars Information from the selection- “First one to look at the stars (and planets) with a telescope”- this could support the conclusion that Galileo was curious or an inventor, but forgot to include “planets”

Student sample #7 A conclusion a reader can draw is that Galileo was a great astronomer. Galileo found details that earth was not in the center of the solar system. Galileo found Jupiters 4 moons Galileo also found the moons many craeters. Make sure to note to students the formatting of this answer. The conclusion is at the top, then there is a space, and then a bulleted list of evidence. Easy to read and very clear.

Teacher score for #7- 2 Evidence to support the score Conclusion- Great astronomer Had three clear pieces of evidence that supported his conclusion that Galileo was a great astronomer Nice work!

Your Turn New text- Susan B. Anthony Same question, different person-
What conclusion can you draw about Susan B. Anthony? Use information from the selection to support your answer. WE DO Pass out the Susan B. Anthony text labeled “We do- Susan B. Anthony” found in the folder. You can read the text to the students or have students buddy read to each other. Then ask partnerships to come up with a list of words or short phrases they think describe Susan B. Anthony. Next, have partnerships write an answer to the question posed on the above slide. Basically, they have to pick one word off of the list they just created and support it with two pieces of evidence from the text. Make them write their answer to the question on the document titled, “We Do- Student response sheet”. It is good to have students write their answer on the document because it simulates WASL short answer question formatting. Once all partnerships are done, have partnerships switch papers and score each others. You can then have students read out (and share under the document camera) student responses that were complete and received a score of 2. In order to practice more with drawing conclusions about a character/event/situation, you can then have partnerships score more possible student responses to the Susan B Anthony conclusion question.

Susan B. Anthony question process…
Write an answer to the drawing conclusion question with a partner Trade papers with a partnership and score each others, did the answer receive a 0,1, or 2? Share “2” papers with the class Finally, score more student samples Outline of the Susan B Anthony question process- basically this summarizes the teacher directions on the previous slide. Copy and pass out the packet titled Susan B Anthony student answer packet. It is in power point form. Again, if you want to condense the number of slides on each page when printing make sure to select “handouts”. Students should again score in partnerships. Pass out one packet per partnership. Click to next slide for the scoring guide.

What conclusion can you draw about Susan B. Anthony?
Use information from the selection to support your answer. 2 A 2-point response states a reasonable conclusion and provides two pieces of text-based evidence to support the conclusion 1 A 1-point response states a reasonable conclusion OR Provides two pieces of text-based evidence to support a reasonable conclusion No conclusion and no evidence OR wrong conclusion and wrong evidence Scoring guide for the Susan B Anthony conclusion question.

Conclusion question What conclusion can the reader draw about Susan B. Anthony? Provide information from the selection to support the conclusion. You can display this while partnerships are writing their answer to the above question. The question is also present on the student response sheet. Possible answers for conclusions that fit Susan B Anthony text- Persistent Brave, courageous Dedicated Takes initiative Opinionated Caring A fighter for justice and fairness Believes in individual freedom

I can conclude that Susan B. Anthony was very determined. The article let me know she was determined because it said even when she got in trouble for voting she was not discouraged and she continued her campaign for equality by traveling the U.S. and speaking to women about them needing equal treatment. Score 2 Concl 1 In case you need to model how to score the drawing conclusion question, here is an example with the Susan B Anthony text

Student sample #1 In the selection The Fight for Equality I can conclude from the story that susan b anthony was going to trial for fighting for women to vote and she was talking to many women about being against being treated badly. No conclusion word, but does have going to trial and talking to women- score 1

Teacher score for #1 1 Evidence to support the score There is no conclusion stated There is evidence to support a possible conclusion- “…going to trial for fighting for women to vote” -one point “…talking to many women about being against being treated badly.”- this seems too vague

Student sample #2 A conclusion that the reader can draw about Anthony is that she doesn’t give up. 1. I know that because she fought for womens rights up to the day she died. 2. She also fought for slavery. 3. Lastly, she was willing to go to jail so that women could have the right to vote. Score-2

Teacher score for #2 2 Evidence to support the score Gave a conclusion- doesn’t give up Information from the text- - fought for womens rights up to the day she died - willing to go to jail so that women could have the right to vote - fought for slavery- this isn’t enough detail, how did she fight? She didn’t want slavery.

Student sample #3 One conclusion a reader can draw about Susan B Anthony is that she is a fighter. She did many things and she wanted women to vote! Score- 1

Teacher score for #3 1 Evidence to support the score Conclusion- she’s a fighter Information from the selection- none She did many things and she wanted women to vote! What things? How does women voting prove she is a fighter?

Student sample #4 In the story “The Fight for Equality” a conclusion the reader can draw about Susan Anthony is she is very smart because she did lots of things really good things for women like not paying a fine. Score- 1

Teacher score for #4 1 Evidence to support the score Conclusion- Susan Anthony is she is very smart Information from the selection- none “…she did lots of really good things for women like not paying a fine.” Need to be specific, use exact examples from text, How was she smart when she didn’t pay a fine?

Student sample #5 You can prove that she is a strong-willed woman and loves to talk about women’s rights.

Teacher score for #5 1 Evidence to support the score Conclusion- strong-willed woman Information from the selection- none “…loves to talk about women’s rights.” How does talking about women’s rights make her a strong-willed woman? Need to give an example from the story that shows she is strong-willed

Student sample #6 Susan Anthony love to be the best because she fight for women’s rights.

Teacher score for #6 0 Evidence to support the score Conclusion- none- “…to be the best.” The best at what? “she fight for women’s rights.” How did she fight for women’s rights? And how does this make her the best?

Student sample #7 A conclusion a reader can draw is that Susan B. Anthony was a great fighter for women’s rights. Susan Anthony stood trial for voting when it was still against the law for women to vote. Susan Anthony protested her lower pay when she was a teacher and male teachers were being paid more. Susan Anthony founded the American Equal Rights Association. I think it is obvious that by doing all of these things Susan Anthony really fought for women to have equal rights.

Teacher score for #7 2 Evidence to support the score
Conclusion- Great fighter for women’s rights Had three clear pieces of information that supported his conclusion that Susan B. Anthony was a fighter for women’s rights Nice work- Clear and has three things to support the conclusion!!

You Do-The Granite Worker
Read the selection Answer the attached conclusion question Pass out the Italian Granite Worker text and the student response sheet. In the folder the text is titled “You do- Italian Granite Worker” and the student response sheet is titled “You do- Student response sheet”. Have the students read the text independently and answer the question on the student response sheet. When done, collect the student response sheets and provide formative feedback- score the student response by circling the conclusion word/phrase and then underlining and numbering the related two pieces of evidence. Meet with students who score a 1 or a 0. Possible conclusions students could draw about Giacomo Coletti- Hardworking Proud Sad Guilty Caring Dedicated brave

Possible sample answer for Giacomo conclusion question
Giacomo, the Italian granite worker, is very dedicated to his job. I know this because he continues to work in the granite shed even though granite dust has settled in his throat and lungs. Also, I think he is dedicated because even though his friend, Pietro, died of tuberculosis because of working in the granite shed he continued to work there. This is an optional slide for the teacher to use with students. It could be used as a model to show students before they have to read and write their answer to the Italian Granite Worker selection. Or this sample answer could be used as an entry task one day and students are asked to score this answer. Have them circle the conclusion and underline and number the two pieces of supporting evidence. If your students don’t need this practice you can skip this slide.

You Show- Your YOU SHOW article is entitled
“Rescued! Teens Working Together to Find Homes for Stray Animals” PURPOSE for reading: Read to draw a conclusion that extends beyond the text about Claire Blackwell. You Show Pass out the text found in the folder titled “

What conclusion can you draw about Claire Blackwell? Use information from the selection to support your answer. 2 A 2-point response states a reasonable conclusion and provides two pieces of text-based evidence to support the conclusion 1 A 1-point response states a reasonable conclusion OR Provides two pieces of text-based evidence to support a reasonable conclusion No conclusion and no evidence OR wrong conclusion and wrong evidence Scoring guide for Claire Blackwell question. You can display this when the students are reading and writing their answer to the Claire Blackwell drawing conclusion question.

I can conclude that Claire Blackwell is a very caring person. The article lets me know she is caring when it says she volunteered at a local animal shelter in an attempt to help with the overcrowded situation. She also creates a 20 state web site that helps to adopt out hundreds of the shelter's animals. Score 2 1 Concl 2 Again this is a sample answer to the question about Claire Blackwell. You can use this however you may like or skip this slide.

What conclusion can you draw about the animal shelter’s web site? Use information from the selection to support your answer. 2 A 2-point response states a reasonable conclusion and provides two pieces of text-based evidence to support the conclusion 1 A 1-point response states a reasonable conclusion OR Provides two pieces of text-based evidence to support a reasonable conclusion No conclusion and no evidence OR wrong conclusion and wrong evidence As an additional You Show you could ask your students to draw a conclusion about the animal shelter’s web site. Possible conclusions are below. Use the student response page titled “You Show- web site student response page”. Above is the scoring guide for the conclusion question regarding the animal shelter web site. Possible conclusions students could draw about the animal shelter web site- Inventive/creative Helpful Unique Good means of communication

I can conclude that the animal shelter’s web site was an inventive idea. The article lets me know that it is an inventive idea when several of Claire’s friends are enlisted to volunteer in the project. This is a good way to get the job done and not have to pay for help. Also, it eventually grew into a 20-state project called Rescue! This organization ended up adopting out hundreds of animals. Score 2 Concl 1 2 Here is a sample response to the conclusion question about the animal shelter web site. You can use or not use this however you see fit.

Drawing Conclusions What does that mean?

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