• Quick retrieval from earlier learning (Expanding sentences with detail; Give reasons with because, also and so). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. A bird sang. Which sentence adds the most useful detail? (A tiny robin sang on the frosty fence at dawn. / A bird sang a song a song. / Sang a bird. / A bird it sang.) → A tiny robin sang on the frosty fence at dawn.Prompt: Good detail tells us more: what kind, where, when or why.
2. Choose the linking word that fits. Reading is great because you learn new things. It ___ helps you relax. (so / also / but / because) → alsoPrompt: Is the writer giving a reason (because), adding another reason (also) or showing a result (so)?
3. Read the question. Which sentence gives an opinion with a reason? (It is summer. / Summer comes after spring. / Summer is my favourite season because the days are long and sunny. / What is your favourite season?) → Summer is my favourite season because the days are long and sunny.Prompt: An opinion is what someone thinks or feels.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Choose the best concluding sentence. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Making a bird feeder is easy. First, spread seed butter on a pine cone. Next, roll it in birdseed. Then tie a string to the top. Which sentence would make the best ending?
• Step 1: A good concluding sentence sums up or finishes the main idea of the paragraph.
• Step 2: So the answer is: Finally, hang it on a branch and watch the birds arrive!
• Answer: Finally, hang it on a branch and watch the birds arrive!
• 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 sentence sounds most like a CONCLUDING sentence? (Overall, our class garden was a big success. / We planted beans. / Worms live in soil. / Carrots are orange.) → Overall, our class garden was a big success.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Making a bird feeder is easy. First, spread seed butter on a pine cone. Next, roll it in birdseed. Then tie a string to the top. Which sentence would make the best ending? (Finally, hang it on a branch and watch the birds arrive! / I don't like butter. / Pine cones come from trees. / Birds have feathers.) → Finally, hang it on a branch and watch the birds arrive!Prompt: A concluding sentence wraps up the whole paragraph.

• 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 sentence sounds most like a CONCLUDING sentence? (In the end, the team's hard work paid off. / The coach had a whistle. / It rained twice. / The team trained on Mondays.) → In the end, the team's hard work paid off.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Making a bird feeder is easy. First, spread seed butter on a pine cone. Next, roll it in birdseed. Then tie a string to the top. Which sentence would make the best ending? (Birds have feathers. / I don't like butter. / Pine cones come from trees. / Finally, hang it on a branch and watch the birds arrive!) → Finally, hang it on a branch and watch the birds arrive!Prompt: A concluding sentence wraps up the whole paragraph.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.