• Quick retrieval from earlier learning (Choose the best concluding sentence; Topic sentences and paragraphs). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which sentence sounds most like a CONCLUDING sentence? (Owls can turn their heads. / In conclusion, owls are amazing night-time hunters. / Owls have big eyes. / Some owls are brown.) → In conclusion, owls are amazing night-time hunters.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Our trip to the science museum was amazing. We touched a real meteorite. We built a robot arm. We even watched a show about lightning. Which sentence would make the best ending? (Robots need batteries. / Meteorites are rocks. / It was the best school trip I have ever been on. / The bus was blue.) → It was the best school trip I have ever been on.Prompt: A concluding sentence wraps up the whole paragraph.
3. ___ They can see in near darkness. Their soft feathers let them fly silently. Their sharp talons grip prey tightly. Which is the best topic sentence? (I saw an owl once. / Owls are well equipped for hunting at night. / Some birds eat seeds. / Owls are birds.) → Owls are well equipped for hunting at night.Prompt: What is the paragraph mostly about?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Which sentence does not belong in the paragraph?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Read the paragraph. Which sentence does not belong? (1) Robots help people in many ways. (2) Some robots build cars in factories. (3) My brother's bike is blue. (4) Others explore places too dangerous for humans, like deep oceans. (5) Doctors even use robots to help with delicate operations.
• Step 1: The paragraph is about: "Robots help people in many ways." One sentence is off the topic.
• Step 2: So the answer is: My brother's bike is blue.
• Answer: My brother's bike is blue.
• 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. Read the paragraph. Which sentence does not belong? (1) Robots help people in many ways. (2) Some robots build cars in factories. (3) Others explore places too dangerous for humans, like deep oceans. (4) My brother's bike is blue. (5) Doctors even use robots to help with delicate operations. (My brother's bike is blue. / Others explore places too dangerous for humans, like deep oceans. / Robots help people in many ways. / Doctors even use robots to help with delicate operations.) → My brother's bike is blue.Prompt: Read the first sentence: it tells you what the paragraph is about.
2. Read the start of the paragraph. Which sentence would fit best as the next sentence? Sea otters are clever tool users. They float on their backs and place a flat stone on their chests. Then they smash shellfish against the stone to open them. (Some otters keep a favourite stone in a pouch of skin under their arm. / Tiny poison dart frogs live on the forest floor. / It can also make you feel happier and calmer. / Others explore places too dangerous for humans, like deep oceans.) → Some otters keep a favourite stone in a pouch of skin under their arm.Prompt: What is the paragraph about? Look at the first sentence.

• 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. Read the start of the paragraph. Which sentence would fit best as the next sentence? Sea otters are clever tool users. They float on their backs and place a flat stone on their chests. Then they smash shellfish against the stone to open them. (Tiny poison dart frogs live on the forest floor. / Finally, remember your sleeping bag and pillow. / It makes your heart and muscles stronger. / Some otters keep a favourite stone in a pouch of skin under their arm.) → Some otters keep a favourite stone in a pouch of skin under their arm.Prompt: What is the paragraph about? Look at the first sentence.
2. Read the paragraph. Which sentence does not belong? (1) Sea otters are clever tool users. (2) They float on their backs and place a flat stone on their chests. (3) Then they smash shellfish against the stone to open them. (4) Some otters keep a favourite stone in a pouch of skin under their arm. (5) Giraffes have very long necks. (Some otters keep a favourite stone in a pouch of skin under their arm. / Giraffes have very long necks. / Then they smash shellfish against the stone to open them. / They float on their backs and place a flat stone on their chests.) → Giraffes have very long necks.Prompt: Read the first sentence: it tells you what the paragraph is about.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-4.