• Quick retrieval from earlier learning (Expanding sentences with detail; Give reasons with because, also and so). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. We ate lunch. Which sentence adds the most useful detail? (We ate lunch, we ate. / Lunch was eaten by we. / We ate lunch lunch. / We ate a picnic lunch under the old oak tree.) → We ate a picnic lunch under the old oak tree.Prompt: Good detail tells us more: what kind, where, when or why.
2. Choose the linking word that fits. Our playground needs more benches ___ there is nowhere to sit. (or / then / but / because) → becausePrompt: Is the writer giving a reason (because), adding another reason (also) or showing a result (so)?
3. Read the question. Which sentence gives an opinion with a reason? (I think the park is the best place to play because it has a huge slide. / Is the park open today? / The park has a slide. / Go to the park.) → I think the park is the best place to play because it has a huge slide.Prompt: An opinion is what someone thinks or feels.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Choose the best concluding sentence. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Making a bird feeder is easy. First, spread seed butter on a pine cone. Next, roll it in birdseed. Then tie a string to the top. Which sentence would make the best ending?
• Step 1: A good concluding sentence sums up or finishes the main idea of the paragraph.
• Step 2: So the answer is: Finally, hang it on a branch and watch the birds arrive!
• Answer: Finally, hang it on a branch and watch the birds arrive!
• 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 sentence sounds most like a CONCLUDING sentence? (All in all, cycling is a fun way to stay healthy. / Some people cycle to work. / Bikes have two wheels. / My bike is green.) → All in all, cycling is a fun way to stay healthy.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? (It was the best school trip I have ever been on. / Robots need batteries. / The bus was blue. / Meteorites are rocks.) → It was the best school trip I have ever been on.Prompt: A concluding sentence wraps up 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 7 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. Making a bird feeder is easy. First, spread seed butter on a pine cone. Next, roll it in birdseed. Then tie a string to the top. Which sentence would make the best ending? (Pine cones come from trees. / Finally, hang it on a branch and watch the birds arrive! / Birds have feathers. / I don't like butter.) → Finally, hang it on a branch and watch the birds arrive!Prompt: A concluding sentence wraps up the whole paragraph.
2. Which sentence sounds most like a CONCLUDING sentence? (Pack a water bottle. / Pack some snacks. / Pack a hat. / So, remember to pack these things for a great day out.) → So, remember to pack these things for a great day out.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.