• Quick retrieval from earlier learning (What makes a sentence?; Combining sentences). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which one is a complete sentence? • blew the leaves • The wind the leaves. • the wind blew • The wind blew the leaves. (blew the leaves / The wind the leaves. / the wind blew / The wind blew the leaves.) → The wind blew the leaves.Prompt: A sentence needs someone or something AND what they do.
2. Which is the best way to join these sentences? Ada has a cat. Ada has a rabbit. • Ada has a cat and a rabbit. • Ada has a cat and Ada a rabbit has. • Ada has a cat, a rabbit and. • Ada has a cat, Ada has a rabbit. (Ada has a cat and a rabbit. / Ada has a cat and Ada a rabbit has. / Ada has a cat, a rabbit and. / Ada has a cat, Ada has a rabbit.) → Ada has a cat and a rabbit.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
3. Which one is a complete sentence? • chased a mouse • The cat a mouse. • The cat chased a mouse. • the cat chased (chased a mouse / The cat a mouse. / The cat chased a mouse. / the cat chased) → The cat chased a mouse.Prompt: A sentence needs someone or something AND what they do.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Fragments and run-on sentences. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is this a fragment, a run-on, or a correct sentence? The bus was late, we missed the start of the film.
• Step 1: A fragment lacks a main clause. A run-on (or comma splice) joins two main clauses without proper punctuation or a conjunction.
• Step 2: So the answer is: run-on
• Answer: run-on
• 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. Is this a fragment, a run-on, or a correct sentence? The storm was loud I couldn't sleep at all. (fragment / run-on / correct sentence) → run-onPrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Is this a fragment, a run-on, or a correct sentence? After the long walk home through the snow. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?

• 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. Is this a fragment, a run-on, or a correct sentence? Because the bus was late. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Is this a fragment, a run-on, or a correct sentence? Although she was tired, Anya finished her book. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-6.