• Quick retrieval from earlier learning (Which sentence does not belong in the paragraph?; Putting sentences in order). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Read the paragraph. Which sentence does not belong? (1) The Amazon rainforest is home to amazing wildlife. (2) Jaguars hunt along the riverbanks. (3) Colourful toucans fly between the trees. (4) Tiny poison dart frogs live on the forest floor. (5) Penguins live mostly in the Southern Hemisphere. (Colourful toucans fly between the trees. / Tiny poison dart frogs live on the forest floor. / Penguins live mostly in the Southern Hemisphere. / Jaguars hunt along the riverbanks.) → Penguins live mostly in the Southern Hemisphere.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? Our class garden has grown so much this term. The tomatoes are bright red and ready to pick. The sunflowers are taller than our teacher. (We even found a family of ladybirds on the beans. / Finally, remember your sleeping bag and pillow. / Colourful toucans fly between the trees. / It helps you sleep better at night.) → We even found a family of ladybirds on the beans.Prompt: What is the paragraph about? Look at the first sentence.
3. Read the paragraph. Which sentence does not belong? (1) Exercise is good for your body and your mind. (2) It makes your heart and muscles stronger. (3) It helps you sleep better at night. (4) It can also make you feel happier and calmer. (5) The Moon goes round the Earth. (The Moon goes round the Earth. / Exercise is good for your body and your mind. / It helps you sleep better at night. / It can also make you feel happier and calmer.) → The Moon goes round the Earth.Prompt: Read the first sentence: it tells you what the paragraph is about.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Put the sentences of a paragraph in a logical order. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: These sentences come from one paragraph. Which one should come FIRST, as the topic sentence?
• Step 1: The topic sentence tells you what the whole paragraph is about; the others give the steps or details.
• Step 2: So the answer is: Making a paper boat is easy.
• Answer: Making a paper boat is easy.
• 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. These sentences come from one paragraph. Which one should come FIRST, as the topic sentence? (Then fold up the bottom edges on each side. / Next, fold the top corners down to the middle. / Finally, open it out and shape it into a boat. / Making a paper boat is easy.) → Making a paper boat is easy.Prompt: A topic sentence introduces 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 1 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. These sentences come from one paragraph. Which one should come FIRST, as the topic sentence? (At last, a butterfly breaks out and flies away. / Then it forms a chrysalis around itself. / A caterpillar goes through amazing changes. / First, it hatches from a tiny egg on a leaf.) → A caterpillar goes through amazing changes.Prompt: A topic sentence introduces the whole paragraph.

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