• 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. Many animals use camouflage. ___, a stick insect looks just like a twig. (For example / In other words / Consequently / Furthermore) → For examplePrompt: Read both sentences. What does the second one do?
2. Some materials are magnetic, for example iron and nickel. What job does "for example" do? (adds another point / gives an example / shows a result / explains in other words) → gives an examplePrompt: Read what comes straight after the linking phrase.
3. Rainforests are home to more than half of the world's plant and animal species. Many medicines come from rainforest plants. Deserts get very little rain. Rainforests also help control the Earth's climate. Which sentence does NOT belong in this paragraph? (Many medicines come from rainforest plants. / Rainforests also help control the Earth's climate. / Deserts get very little rain. / Rainforests are home to more than half of the world's plant and animal species.) → Deserts get very little rain.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. / Once there was a dog and it got lost. / Somewhere in the storm, a small dog was howling my name. / This is a story about a dog.) → 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? 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?

• 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? Have you ever wondered what it would be like to live on Mars? (a question / a surprising fact / dialogue (speech) / action or vivid description) → a questionPrompt: Look at the punctuation: a question mark? Speech marks?
2. Which is the strongest opening for a story about a first day at school? (It was my first day at school. / This story is about school. / My new shoes squeaked with every step, and everyone turned to look. / School is a place where children learn.) → My new shoes squeaked with every step, and everyone turned to look.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.