• Quick retrieval from earlier learning (Combining sentences with conjunctions). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. I studied hard. I didn't pass the test. Which choice combines the sentences most clearly? (I studied hard, but I didn't pass the test. / I studied hard, and so I didn't pass the test. / I studied hard, so I didn't pass the test. / Because I studied hard, I didn't pass the test.) → I studied hard, but I didn't pass the test.Prompt: What is the relationship between the two ideas: addition, contrast, cause, condition, choice or time?
2. Choose the word that joins the ideas as described in brackets. We missed the bus, ___ we were late for school. (show result) (yet / or / but / so) → soPrompt: Read the instruction in brackets: contrast, result, cause, condition, time or addition?
3. The roads were icy. School was closed. Which choice combines the sentences most clearly? (Unless the roads were icy, school was closed. / Because the roads were icy, school was closed. / Although the roads were icy, school was closed. / The roads were icy, but school was closed.) → Because the roads were icy, school was closed.Prompt: What is the relationship between the two ideas: addition, contrast, cause, condition, choice or time?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Transitions: matching the word to the relationship. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What relationship does this transition show? for example
• Step 1: Transitions signal how ideas relate: addition, contrast, cause and effect, example, sequence or concession.
• Step 2: It introduces an example.
• Step 3: So the answer is: example
• Answer: example
• 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. What relationship does this transition show? for example (contrast / cause and effect / example / sequence or time) → examplePrompt: Imagine the word joining two sentences. Is the second one adding, opposing, resulting, illustrating, coming next, or admitting something?
2. Choose the transition that best fits the logic of the text. ___, uniforms can be expensive; still, they save families from buying lots of fashionable clothes. (For example / Subsequently / Therefore / Admittedly) → AdmittedlyPrompt: Read the sentence before and after the gap. How are they related?

• 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. Choose the transition that best fits the logic of the text. The village is tiny. ___, it has three bakeries. (Therefore / Even so / For example / As a result) → Even soPrompt: Read the sentence before and after the gap. How are they related?
2. What relationship does this transition show? subsequently (contrast / example / sequence or time / concession) → sequence or timePrompt: Imagine the word joining two sentences. Is the second one adding, opposing, resulting, illustrating, coming next, or admitting something?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.