• Quick retrieval from earlier learning (What makes a sentence?; Combining sentences). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which one is a complete sentence? • grows tomatoes • Grandad grows tomatoes. • Grandad tomatoes. • grandad grows (grows tomatoes / Grandad grows tomatoes. / Grandad tomatoes. / grandad grows) → Grandad grows tomatoes.Prompt: A sentence needs someone or something AND what they do.
2. Which is the best way to join these sentences? We stayed inside. It was raining. • We stayed inside but it was raining. • Because we stayed inside it was raining. • We stayed inside because it was raining. • We stayed inside, it was raining. (We stayed inside but it was raining. / Because we stayed inside it was raining. / We stayed inside because it was raining. / We stayed inside, it was raining.) → We stayed inside because it was raining.Prompt: How are the two ideas linked: adding, contrasting, giving a reason, or a result?
3. Which one is a complete sentence? • the wind blew • The wind blew the leaves. • blew the leaves • The wind the leaves. (the wind blew / The wind blew the leaves. / blew the leaves / The wind the leaves.) → The wind blew the leaves.Prompt: A sentence needs someone or something AND what they do.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Fragments and run-on sentences. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is this a fragment, a run-on, or a correct sentence? The bus was late, we missed the start of the film.
• Step 1: A fragment lacks a main clause. A run-on (or comma splice) joins two main clauses without proper punctuation or a conjunction.
• Step 2: So the answer is: run-on
• Answer: run-on
• 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 this a fragment, a run-on, or a correct sentence? My brother plays the drums, and my sister plays the flute. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Is this a fragment, a run-on, or a correct sentence? The bus was late, so we missed the start of the film. (fragment / run-on / correct sentence) → correct sentencePrompt: Does it have a main clause (a subject and verb that can stand alone)?

• 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 this a fragment, a run-on, or a correct sentence? The bus was late, we missed the start of the film. (fragment / run-on / correct sentence) → run-onPrompt: Does it have a main clause (a subject and verb that can stand alone)?
2. Is this a fragment, a run-on, or a correct sentence? Running down the hill towards the river. (fragment / run-on / correct sentence) → fragmentPrompt: Does it have a main clause (a subject and verb that can stand alone)?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-6.