• 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? (The coach had a whistle. / It rained twice. / The team trained on Mondays. / In the end, the team's hard work paid off.) → In the end, the team's hard work paid off.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Honeybees live in colonies of thousands. The queen lays the eggs. Worker bees collect nectar and pollen, look after the young and guard the hive. Drones have one job: to mate with a queen. Every bee has a role that keeps the colony alive. Which is the best summary? (Drones are male bees. / In a honeybee colony, the queen, workers and drones each have a job that keeps the hive alive. / Bees are the most amazing insects in the world. / Worker bees collect nectar and pollen.) → In a honeybee colony, the queen, workers and drones each have a job that keeps the hive alive.Prompt: A summary is short and covers the WHOLE text, not just one part.
3. 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? (Finally, hang it on a branch and watch the birds arrive! / Pine cones come from trees. / Birds have feathers. / I don't like butter.) → Finally, hang it on a branch and watch the birds arrive!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? So next time you see a bee, thank it, and plant a flower for it. (sums up the main points / calls the reader to act / reflects on a feeling or lesson) → calls the reader to actPrompt: 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. / Plastic was invented a long time ago. / I hope you liked my report. / Every bottle we refuse is one less in the sea; small choices, made by millions, can change the ocean.) → 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.

• 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. / Plastic was invented a long time ago. / I hope you liked my report. / Every bottle we refuse is one less in the sea; small choices, made by millions, can change the ocean.) → 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.