• 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. Cycling keeps you fit. ___, it is a cheap way to travel. (In addition / For instance / In other words / As a result) → In additionPrompt: Read both sentences. What does the second one do?
2. Some birds migrate. For instance, swallows fly to Africa for the winter. What job does "For instance" do? (adds another point / gives an example / shows a result / explains in other words) → gives an examplePrompt: 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? (Then we tried on armour in the history room. / My cousin lives in another city. / At the end, we visited the gift shop. / We saw a real dinosaur skeleton.) → 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 persuasive letter asking for more trees in the playground? (We want trees. / Trees are plants. / This letter is about trees. / Imagine a playground where you can sit in cool green shade on the hottest day.) → Imagine a playground where you can sit in cool green shade on the hottest day.Prompt: Which one makes you want to keep reading?
2. What kind of hook is this opening? Some tortoises can live for more than a hundred years. (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 a story about a robot? (This is 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.) → 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? A single honeybee visits hundreds of flowers in one day. (a question / a surprising fact / dialogue (speech) / action or vivid description) → a surprising factPrompt: 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.