• 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. The river flooded the fields. ___, the farmers could not plant their crops. (As a result / In other words / In addition / For instance) → As a resultPrompt: Read both sentences. What does the second one do?
2. Our team trained every day. Moreover, we practised at weekends. What job does "Moreover" do? (adds another point / gives an example / shows a result / explains in other words) → adds another pointPrompt: Read what comes straight after the linking phrase.
3. ___ They can see in near darkness. Their soft feathers let them fly silently. Their sharp talons grip prey tightly. Which is the best topic sentence? (I saw an owl once. / Owls are birds. / Some birds eat seeds. / Owls are well equipped for hunting at night.) → Owls are well equipped for hunting at night.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? (I am going to tell you about my dog. / Somewhere in the storm, a small dog was howling my name. / 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? 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? The ground shook, and the tallest tree crashed into the river. (a question / a surprising fact / dialogue (speech) / action or vivid description) → action or vivid descriptionPrompt: Look at the punctuation: a question mark? Speech marks?
2. Which is the strongest opening for a persuasive letter asking for more trees in the playground? (Imagine a playground where you can sit in cool green shade on the hottest day. / This letter is about trees. / Trees are plants. / We want trees.) → Imagine a playground where you can sit in cool green shade on the hottest day.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.