School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 3

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 1.0 General Reading Processes

Topic E. General Reading Comprehension

Indicator 4. Use strategies to demonstrate understanding of the text (after reading)

Objective d. Draw conclusions based on the text and prior knowledge


To help a student understand conclusions and generalizations, the teacher should choose an age-appropriate text for students to read. The teacher should have a prepared series of conclusions and generalizations about the text. Once students have read the text, the teacher should share conclusions about the text by explaining that conclusions are text-based and can be formed from information/details that occur in different parts of the text. The teacher should model how these different bits of information/details combine to form a conclusion. Next, the teacher should share the generalizations about the text and show how information/details from the text can support a statement that in most cases, explanations, situations like this, etc…this idea is usually accurate. Once the modeling is complete, students should distinguish between a series of statements to determine which is a conclusion and which is a generalization.


Once students have read an age-appropriate passage, the teacher should give students 3 generalizations about the text or 3 conclusions about the text. Students should then return to the text to determine which of the conclusions or generalizations can be supported by the text. This activity will be more successful if the teacher models the process initially.


To enhance generalizations about literary text after reading, the teacher should give students a series of statements about the characters, events, themes, etc…in the text and have students make judgments about their level of agreement with the statements. The degrees of agreement should run from strongly agree, to agree, to disagree, to strongly disagree. The sharing of responses within small groups or the entire class should allow students to express their thoughts and justify those thoughts with text support.