• 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. Foxes eat many different foods. ___, they will eat berries, worms and even leftover pizza. (For instance / As a result / In other words / In addition) → For instancePrompt: Read both sentences. What does the second one do?
2. The ice cap is shrinking. As a result, polar bears have less hunting ground. What job does "As a result" 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. Bees are vital to our food supply. They pollinate fruits and vegetables. Without them, many crops would fail. My favourite fruit is the mango. Farmers often keep hives near their fields. Which sentence does NOT belong in this paragraph? (Without them, many crops would fail. / My favourite fruit is the mango. / They pollinate fruits and vegetables. / Farmers often keep hives near their fields.) → My favourite fruit is the mango.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 first day at school? (School is a place where children learn. / It was my first day at school. / My new shoes squeaked with every step, and everyone turned to look. / This story is about school.) → My new shoes squeaked with every step, and everyone turned to look.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. What kind of hook is this opening? Have you ever wondered what it would be like to live on Mars? (a question / a surprising fact / dialogue (speech) / action or vivid description) → a questionPrompt: Look at the punctuation: a question mark? Speech marks?
2. Which is the strongest opening for an article about the deep ocean? (The ocean is deep. / This article is about the ocean. / Most of the deep ocean floor has never been seen by human eyes. / I like the ocean.) → Most of the deep ocean floor has never been seen by human eyes.Prompt: Which one makes you want to keep reading?

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