• Quick retrieval from earlier learning (Expanding sentences with detail; Give reasons with because, also and so). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. The dog ran. Which sentence adds the most useful detail? (The muddy dog ran across the park after a ball. / Dog ran fast fast. / The dog ran and ran and ran. / The dog it ran.) → The muddy dog ran across the park after a ball.Prompt: Good detail tells us more: what kind, where, when or why.
2. Choose the linking word that fits. Cats are easy to look after. They ___ keep themselves clean. (also / or / because / but) → alsoPrompt: Is the writer giving a reason (because), adding another reason (also) or showing a result (so)?
3. Read the question. Which sentence gives an opinion with a reason? (Our class should get a pet fish because it would teach us to be responsible. / Fish live in water. / Feed the fish. / We have a class.) → Our class should get a pet fish because it would teach us to be responsible.Prompt: An opinion is what someone thinks or feels.

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Choose the best concluding sentence. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: 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?
• Step 1: A good concluding sentence sums up or finishes the main idea of the paragraph.
• Step 2: So the answer is: Finally, hang it on a branch and watch the birds arrive!
• Answer: Finally, hang it on a branch and watch the birds arrive!
• 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 sentence sounds most like a CONCLUDING sentence? (Water is wet. / Taps can drip. / That is why everyone should try to save water. / Fish live in water.) → That is why everyone should try to save water.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Volcanoes form where hot, melted rock pushes up through the Earth's crust. Over time, layers of lava and ash pile up. Some volcanoes grow into huge mountains. Which sentence would make the best ending? (Mountains can be snowy. / Have you ever eaten lava cake? / In short, volcanoes are mountains built by the Earth's own heat. / I visited the beach last summer.) → In short, volcanoes are mountains built by the Earth's own heat.Prompt: A concluding sentence wraps up the whole paragraph.

• 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 7 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. Which sentence sounds most like a CONCLUDING sentence? (Bikes have two wheels. / My bike is green. / Some people cycle to work. / All in all, cycling is a fun way to stay healthy.) → All in all, cycling is a fun way to stay healthy.Prompt: Concluding sentences often begin with words like In conclusion, All in all, Overall, So or That is why.
2. Our trip to the science museum was amazing. We touched a real meteorite. We built a robot arm. We even watched a show about lightning. Which sentence would make the best ending? (Meteorites are rocks. / Robots need batteries. / The bus was blue. / It was the best school trip I have ever been on.) → It was the best school trip I have ever been on.Prompt: A concluding sentence wraps up the whole paragraph.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.