• 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? (Owls can turn their heads. / Owls have big eyes. / Some owls are brown. / In conclusion, owls are amazing night-time hunters.) → In conclusion, owls are amazing night-time hunters.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. In 2021, a small town opened a 'repair café'. Once a month, volunteers fix broken toasters, toys and bikes for free. In its first year, the café saved over two tonnes of items from being thrown away. Which is the best summary? (Volunteers fix toasters. / A town's monthly repair café fixes broken items for free and has kept tonnes of things out of the rubbish. / The café opened in Wales. / Repair cafés are better than shops.) → A town's monthly repair café fixes broken items for free and has kept tonnes of things out of the rubbish.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! / Birds have feathers. / I don't like butter. / Pine cones come from trees.) → 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? Kai hugged his new dog and realised that home was wherever Pepper was. (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? (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. / Plastic was invented a long time ago. / Turtles are reptiles.) → 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? 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. Our school should have a 'no car' day once a week. Fewer cars would mean less pollution at the gates. The roads would be safer, and walking or cycling would help pupils get fit. Which is the strongest conclusion for this letter? (One day a week without cars would give us cleaner air, safer streets and healthier pupils, so please say yes. / Some people drive to school. / Thank you for reading my letter about stuff. / Cars have four wheels.) → One day a week without cars would give us cleaner air, safer streets and healthier pupils, so please say yes.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.