• 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. The girl laughed. Which sentence adds the most useful detail? (The girl laughed laughed. / The girl she laughed. / Laughed the girl did. / The little girl laughed when the puppy licked her nose.) → The little girl laughed when the puppy licked her nose.Prompt: Good detail tells us more: what kind, where, when or why.
2. Choose the linking word that fits. Cats are easy to look after. They ___ keep themselves clean. (also / or / but / because) → alsoPrompt: 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? (Robots are machines. / Robots are amazing because they can help people do hard jobs. / Do robots sleep? / Robots have wires.) → Robots are amazing because they can help people do hard jobs.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? (My bike is green. / Bikes have two wheels. / Some people cycle to work. / All in all, cycling is a fun way to stay healthy.) → 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? (Meteorites are rocks. / It was the best school trip I have ever been on. / The bus was blue. / Robots need batteries.) → 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. Volcanoes form where hot, melted rock pushes up through the Earth's crust. Over time, layers of lava and ash pile up. Some volcanoes grow into huge mountains. Which sentence would make the best ending? (Have you ever eaten lava cake? / In short, volcanoes are mountains built by the Earth's own heat. / Mountains can be snowy. / I visited the beach last summer.) → In short, volcanoes are mountains built by the Earth's own heat.Prompt: A concluding sentence wraps up the whole paragraph.
2. Which sentence sounds most like a CONCLUDING sentence? (Owls can turn their heads. / Owls have big eyes. / Some owls are brown. / In conclusion, owls are amazing night-time hunters.) → In conclusion, owls are amazing night-time hunters.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.