• Quick retrieval from earlier learning (What makes a sentence?; Combining sentences). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which one is a complete sentence? • Grandad grows tomatoes. • grandad grows • grows tomatoes • Grandad tomatoes. (Grandad grows tomatoes. / grandad grows / grows tomatoes / Grandad tomatoes.) → Grandad grows tomatoes.Prompt: A sentence needs someone or something AND what they do.
2. Which is the best way to join these sentences? Leo practised every day. He won the competition. • Leo practised every day although he won the competition. • Leo practised every day or he won the competition. • Leo practised every day, so he won the competition. • Leo practised every day, he won the competition. (Leo practised every day although he won the competition. / Leo practised every day or he won the competition. / Leo practised every day, so he won the competition. / Leo practised every day, he won the competition.) → Leo practised every day, so he won the competition.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
3. Which one is a complete sentence? • a fox ran into • ran into the woods • A fox into the woods. • A fox ran into the woods. (a fox ran into / ran into the woods / A fox into the woods. / A fox ran into the woods.) → A fox ran into the woods.Prompt: A sentence needs someone or something AND what they do.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Fragments and run-on sentences. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is this a fragment, a run-on, or a correct sentence? The bus was late, we missed the start of the film.
• Step 1: A fragment lacks a main clause. A run-on (or comma splice) joins two main clauses without proper punctuation or a conjunction.
• Step 2: So the answer is: run-on
• Answer: run-on
• 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 this a fragment, a run-on, or a correct sentence? I love swimming it is the thing I enjoy most. (fragment / run-on / correct sentence) → run-onPrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Is this a fragment, a run-on, or a correct sentence? The bus was late, so we missed the start of the film. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?

• 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 this a fragment, a run-on, or a correct sentence? Because the bus was late. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Is this a fragment, a run-on, or a correct sentence? My brother plays the drums, and my sister plays the flute. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-6.