• Quick retrieval from earlier learning (Linking words to add and explain: in addition, for instance, as a result; Topic sentences and paragraphs). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the linking phrase that fits best. The plant is deciduous. ___, it loses its leaves every autumn. (For instance / In other words / As a result / In addition) → In other wordsPrompt: Read both sentences. What does the second one do?
2. The battery ran out. Because of this, the robot stopped moving. What job does "Because of this" do? (adds another point / gives an example / shows a result / explains in other words) → shows a resultPrompt: Read what comes straight after the linking phrase.
3. Our class trip to the museum was amazing. We saw a real dinosaur skeleton. My cousin lives in another city. Then we tried on armour in the history room. At the end, we visited the gift shop. Which sentence does NOT belong in this paragraph? (At the end, we visited the gift shop. / We saw a real dinosaur skeleton. / My cousin lives in another city. / Then we tried on armour in the history room.) → My cousin lives in another city.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: Hook your reader: choose the strongest opening. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which is the strongest opening for a story about a lost dog?
• Step 1: A strong opening hooks the reader with action, a question, a surprising fact or a vivid detail.
• Step 2: So the answer is: Somewhere in the storm, a small dog was howling my name.
• Answer: Somewhere in the storm, a small dog was howling my name.
• 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 is the strongest opening for a story about a robot? (There was a robot. / Robots are machines. / The robot's eyes flickered on, and the first thing it saw was me. / This is a story about a robot.) → The robot's eyes flickered on, and the first thing it saw was me.Prompt: Which one makes you want to keep reading?
2. What kind of hook is this opening? Octopuses have three hearts and blue blood. (a question / a surprising fact / dialogue (speech) / action or vivid description) → a surprising factPrompt: Look at the punctuation: a question mark? Speech marks?

• 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 8 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. Which is the strongest opening for an article about the deep ocean? (I like the ocean. / The ocean is deep. / Most of the deep ocean floor has never been seen by human eyes. / This article is about the ocean.) → Most of the deep ocean floor has never been seen by human eyes.Prompt: Which one makes you want to keep reading?
2. What kind of hook is this opening? The ground shook, and the tallest tree crashed into the river. (a question / a surprising fact / dialogue (speech) / action or vivid description) → action or vivid descriptionPrompt: Look at the punctuation: a question mark? Speech marks?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.