• Quick retrieval from earlier learning (Topic sentences and paragraphs). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Our class trip to the museum was amazing. We saw a real dinosaur skeleton. My cousin lives in another city. Then we tried on armour in the history room. At the end, we visited the gift shop. Which sentence does NOT belong in this paragraph? (At the end, we visited the gift shop. / My cousin lives in another city. / Then we tried on armour in the history room. / We saw a real dinosaur skeleton.) → My cousin lives in another city.Prompt: What is the paragraph mostly about?
2. ___ They can see in near darkness. Their soft feathers let them fly silently. Their sharp talons grip prey tightly. Which is the best topic sentence? (Owls are well equipped for hunting at night. / I saw an owl once. / Some birds eat seeds. / Owls are birds.) → Owls are well equipped for hunting at night.Prompt: What is the paragraph mostly about?
3. ___ It gives pupils exercise. It teaches teamwork. It also helps them make friends. Which is the best topic sentence? (Some pupils prefer reading. / Teamwork is a word. / Playing a team sport has many benefits for pupils. / Football is played with a ball.) → Playing a team sport has many benefits for pupils.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: Linking ideas across paragraphs (cohesion). Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Choose the linking word or phrase that fits best. Sharks have several rows of teeth. ___, they can lose a tooth and quickly replace it.
• Step 1: Adverbials such as however, for example, as a result and meanwhile make writing cohesive.
• Step 2: Put it back into the sentence and read it aloud: "Sharks have several rows of teeth. Consequently, they can lose a tooth and quickly replace it."
• Step 3: So the answer is: Consequently
• Answer: Consequently
• 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. Choose the linking word or phrase that fits best. We visited the castle in the morning. ___, we explored the woods. (However / For example / Therefore / Afterwards) → AfterwardsPrompt: How does the second sentence relate to the first: time, contrast, example or result?
2. Choose the linking word or phrase that fits best. It rained all week. ___, the river burst its banks. (For example / In contrast / As a result / Meanwhile) → As a resultPrompt: How does the second sentence relate to the first: time, contrast, example or result?

• 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. Choose the linking word or phrase that fits best. Ali was chopping vegetables. ___, his sister laid the table. (In conclusion / Meanwhile / Therefore / For example) → MeanwhilePrompt: How does the second sentence relate to the first: time, contrast, example or result?
2. Choose the linking word or phrase that fits best. Some people love winter. ___, others count the days until summer. (For example / Firstly / As a result / On the other hand) → On the other handPrompt: How does the second sentence relate to the first: time, contrast, example or result?

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