• Quick retrieval from earlier learning (Main clause or subordinate clause?; Confusing words: its/it's, your/you're, then/than, whose/who's). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which part is the SUBORDINATE clause? When the bell rang, the children lined up. (the children lined up / the bell / When the bell rang) → When the bell rangPrompt: A subordinate clause starts with a word like although, because, when, if, until, since, before, as or unless.
2. Choose the correct word. ___ going to rain later. (It's / Its) → It'sPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
3. Which part is the MAIN clause? When the bell rang, the children lined up. (the bell / When the bell rang / the children lined up) → the children lined upPrompt: Cover each part. Which one could be a sentence by itself?

• Read a short passage with no punctuation and let the class hear why it's confusing.
• Share the objective: Semicolons between closely linked clauses. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is the semicolon used correctly? The dog barked; at the postman.
• Step 1: A semicolon joins two main clauses that are closely linked in meaning.
• Step 2: So the answer is: used wrongly
• Answer: used wrongly
• 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. Is the semicolon used correctly? She smiled; happily. (used correctly / used wrongly) → used wronglyPrompt: Cover the semicolon. Is there a complete sentence on BOTH sides?
2. Which sentence uses a semicolon correctly? (The storm; was fierce and trees fell. / The storm was fierce; trees fell across the road. / The storm was fierce; and terrifying. / Because the storm was fierce; trees fell.) → The storm was fierce; trees fell across the road.Prompt: Check both sides of each semicolon.

• 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. Is the semicolon used correctly? The sun came out; the snow began to melt. (used correctly / used wrongly) → used correctlyPrompt: Cover the semicolon. Is there a complete sentence on BOTH sides?
2. Which sentence uses a semicolon correctly? (The cake looked perfect; it tasted even better. / The cake; looked perfect and tasted great. / The cake looked; perfect. / When the cake was ready; we ate it.) → The cake looked perfect; it tasted even better.Prompt: Check both sides of each semicolon.

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