• Quick retrieval from earlier learning (Main clause or subordinate clause?; Confusing words: its/it's, your/you're, then/than, whose/who's). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which part is the SUBORDINATE clause? If you finish early, you can read a book. (If you finish early / a book / you can read a book) → If you finish earlyPrompt: A subordinate clause starts with a word like although, because, when, if, until, since, before, as or unless.
2. Choose the correct word. The robot charges ___ battery at night. (its / it's) → itsPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
3. Which part is the MAIN clause? The dog barked when the postman arrived. (the postman / The dog barked / when the postman arrived) → The dog barkedPrompt: Cover each part. Which one could be a sentence by itself?

• Read a short passage with no punctuation and let the class hear why it's confusing.
• Share the objective: Semicolons between closely linked clauses. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is the semicolon used correctly? The dog barked; at the postman.
• Step 1: A semicolon joins two main clauses that are closely linked in meaning.
• Step 2: So the answer is: used wrongly
• Answer: used wrongly
• 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. Is the semicolon used correctly? When the bell rang; we lined up. (used correctly / used wrongly) → used wronglyPrompt: Cover the semicolon. Is there a complete sentence on BOTH sides?
2. Which sentence uses a semicolon correctly? (The storm was fierce; and terrifying. / The storm was fierce; trees fell across the road. / The storm; was fierce and trees fell. / Because the storm was fierce; trees fell.) → The storm was fierce; trees fell across the road.Prompt: Check both sides of each semicolon.

• 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. Is the semicolon used correctly? The museum was closed; we went to the park instead. (used correctly / used wrongly) → used correctlyPrompt: Cover the semicolon. Is there a complete sentence on BOTH sides?
2. Which sentence uses a semicolon correctly? (The river was too deep; to cross. / The river was too deep to cross; we found a bridge. / Since the river was deep; we found a bridge. / The river was; too deep to cross.) → The river was too deep to cross; we found a bridge.Prompt: Check both sides of each semicolon.

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