• 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. Many animals use camouflage. ___, a stick insect looks just like a twig. (Furthermore / Consequently / For example / In other words) → For examplePrompt: 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. ___ First, gather your ingredients. Next, mix them in a large bowl. Finally, bake for twenty minutes. Which is the best topic sentence? (Making muffins is simple if you follow three steps. / Muffins are delicious. / My aunt has an oven. / Bowls can be large or small.) → Making muffins is simple if you follow three steps.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 lost dog? (Somewhere in the storm, a small dog was howling my name. / I am going to tell you about my dog. / This is a story about a dog. / Once there was a dog and it got lost.) → Somewhere in the storm, a small dog was howling my name.Prompt: Which one makes you want to keep reading?
2. What kind of hook is this opening? Can a robot ever be a real friend? (a question / a surprising fact / dialogue (speech) / action or vivid description) → a questionPrompt: 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? 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?
2. Which is the strongest opening for a story about a robot? (Robots are machines. / This is a story about a robot. / There was a robot. / 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?

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