• Quick retrieval from earlier learning (Choose the best concluding sentence; Choose the best summary of a short text). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which sentence sounds most like a CONCLUDING sentence? (Pack a water bottle. / Pack a hat. / So, remember to pack these things for a great day out. / Pack some snacks.) → So, remember to pack these things for a great day out.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Wind turbines turn moving air into electricity. The wind spins the blades, which turn a generator inside the tower. Wind power does not burn fuel, so it does not release smoke, but turbines only work when the wind blows. Which is the best summary? (Turbines have blades. / Wind turbines are the best invention ever. / There is a generator in the tower. / Wind turbines use spinning blades to make clean electricity, but only when it is windy.) → Wind turbines use spinning blades to make clean electricity, but only when it is windy.Prompt: A summary is short and covers the WHOLE text, not just one part.
3. Our school should have a reading den. It would give us a quiet place to read at lunchtime. It would also help younger children love books. Which sentence would make the best ending? (That is why a reading den would make our school even better. / Lunch is at twelve o'clock. / I like football too. / Some books have pictures.) → That is why a reading den would make our school even better.Prompt: A concluding sentence wraps up the whole paragraph.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Choose the strongest conclusion. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Bees pollinate many of the crops we eat. Sadly, in many places their numbers are falling. The good news is that people can help by planting flowers and avoiding pesticides. Which is the strongest conclusion for this article?
• Step 1: Strong conclusions sum up, reflect or call the reader to act; weak ones just stop or add random facts.
• Step 2: So the answer is: Bees feed the world in secret; a few flowers on every balcony could help repay them.
• Answer: Bees feed the world in secret; a few flowers on every balcony could help repay them.
• 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. What kind of ending is this? As the sun set, Mia smiled; she knew she would never fear the dark again. (sums up the main points / calls the reader to act / reflects on a feeling or lesson) → reflects on a feeling or lessonPrompt: Does it tell the reader to do something, sum up facts, or show what a character feels or learned?
2. Bees pollinate many of the crops we eat. Sadly, in many places their numbers are falling. The good news is that people can help by planting flowers and avoiding pesticides. Which is the strongest conclusion for this article? (Bees are insects. / Bees feed the world in secret; a few flowers on every balcony could help repay them. / The end. / That is all I know about bees.) → Bees feed the world in secret; a few flowers on every balcony could help repay them.Prompt: A good ending links back to the main idea or the beginning.

• 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 ending is this? Sam looked back at the mountain. It had been hard, but it had been worth it. (sums up the main points / calls the reader to act / reflects on a feeling or lesson) → reflects on a feeling or lessonPrompt: Does it tell the reader to do something, sum up facts, or show what a character feels or learned?
2. Plastic litter washes from streets and rivers into the ocean. Turtles and seabirds can swallow it or get tangled in it. Families can help by choosing reusable bottles and bags. Which is the strongest conclusion for this report? (Turtles are reptiles. / Every bottle we refuse is one less in the sea; small choices, made by millions, can change the ocean. / I hope you liked my report. / Plastic was invented a long time ago.) → Every bottle we refuse is one less in the sea; small choices, made by millions, can change the ocean.Prompt: A good ending links back to the main idea or the beginning.

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