• Quick retrieval from earlier learning (Linking words to add and explain: in addition, for instance, as a result; Topic sentences and paragraphs). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the linking phrase that fits best. The plant is deciduous. ___, it loses its leaves every autumn. (In addition / In other words / For instance / As a result) → In other wordsPrompt: Read both sentences. What does the second one do?
2. The road was icy. Consequently, the buses were cancelled. What job does "Consequently" do? (adds another point / gives an example / shows a result / explains in other words) → shows a resultPrompt: Read what comes straight after the linking phrase.
3. ___ It gives pupils exercise. It teaches teamwork. It also helps them make friends. Which is the best topic sentence? (Playing a team sport has many benefits for pupils. / Football is played with a ball. / Some pupils prefer reading. / Teamwork is a word.) → Playing a team sport has many benefits for pupils.Prompt: What is the paragraph mostly about?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Hook your reader: choose the strongest opening. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which is the strongest opening for a story about a lost dog?
• Step 1: A strong opening hooks the reader with action, a question, a surprising fact or a vivid detail.
• Step 2: So the answer is: Somewhere in the storm, a small dog was howling my name.
• Answer: Somewhere in the storm, a small dog was howling my name.
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which is the strongest opening for a report on why we should save bees? (Without bees, your breakfast might look very different. / This report is about bees. / I will now write about bees. / Bees are insects.) → Without bees, your breakfast might look very different.Prompt: Which one makes you want to keep reading?
2. What kind of hook is this opening? The ground shook, and the tallest tree crashed into the river. (a question / a surprising fact / dialogue (speech) / action or vivid description) → action or vivid descriptionPrompt: Look at the punctuation: a question mark? Speech marks?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which is the strongest opening for a story about a robot? (The robot's eyes flickered on, and the first thing it saw was me. / This is a story about a robot. / Robots are machines. / There was a robot.) → The robot's eyes flickered on, and the first thing it saw was me.Prompt: Which one makes you want to keep reading?
2. What kind of hook is this opening? Can a robot ever be a real friend? (a question / a surprising fact / dialogue (speech) / action or vivid description) → a questionPrompt: Look at the punctuation: a question mark? Speech marks?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.