• 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? (Sang a bird. / A bird it sang. / A bird sang a song a song. / A tiny robin sang on the frosty fence at dawn.) → 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. Swimming keeps you fit. ___, it is lots of fun. (Or / Because / But / Also) → 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? (Robots are amazing because they can help people do hard jobs. / Robots have wires. / Robots are machines. / Do robots sleep?) → Robots are amazing because they can help people do hard jobs.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? (Water is wet. / Taps can drip. / That is why everyone should try to save water. / Fish live in water.) → That is why everyone should try to save water.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Hedgehogs are helpful visitors to gardens. They eat slugs and beetles that damage plants. They also need gaps in fences to travel between gardens at night. Which sentence would make the best ending? (So, a hedgehog-friendly garden is good for plants and hedgehogs alike. / My cousin has a cat called Pepper. / Slugs are slimy. / What is your favourite animal?) → So, a hedgehog-friendly garden is good for plants and hedgehogs alike.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. Recycling helps our planet. It means fewer trees are cut down to make paper. It also keeps plastic out of rivers and oceans. Which sentence would make the best ending? (Paper is thin. / I have a red bin at home. / If everyone recycles, we can all help protect the Earth. / Oceans are salty.) → If everyone recycles, we can all help protect the Earth.Prompt: A concluding sentence wraps up the whole paragraph.
2. Which sentence sounds most like a CONCLUDING sentence? (Pack some snacks. / Pack a hat. / So, remember to pack these things for a great day out. / Pack a water bottle.) → So, remember to pack these things for a great day out.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.

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