What it is. These phrases announce what a piece of research DID. They are only honest if it did it.
Why our test works. The research frame is easy to imitate and that is exactly the risk: a child writes *data were collected from a sample of* about four friends they asked at lunch. The phrase is not wrong English, it is a false claim, and it is the beginning of the habit that ends in a fabricated citation. Tying every phrase to the thing it asserts keeps the apparatus attached to reality while the stakes are still small.
Leans on. Grade 6 supported points with reasons. This supports them with work.
Watch for. On a first meeting accept a rough use. Precision is asked for in the two lessons that follow, not this one.
Match 10 academic words to their everyday partners and use each in a sentence frame. The worked example is built on The aim of this essay is to compare., ringing the aim of this. The class reads Writing Book 7, p.52 — our own page, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds.
Then you do one yourself, on screen, one click per piece: the word the aim of this alone first, and you wait — let them look at it before you give them the meaning. Then what this is for arrives beside it, and you point from one to the other with your hand. Then the sentence underneath: The aim of this essay is to compare.. Three clicks, three things said. Do not let the whole slide arrive at once — a slide that arrives whole gives the answer before the question is asked.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class matches each item to its partner aloud, then uses the frames in pairs. Every child says at least one frame. If the answer is a whole sentence rather than a word, take it on their notebooks instead, because a sentence written on a whiteboard is written once and destroyed.
They open Writing Book 7 to page 52 and read it with you. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone through the five steps — match, choose, frame, write their own. The frames stay on screen while they write: You may use the frame for two of your three. Try the third without it. Say both halves of that — the frame is there if they need it, and it is better writing without it. Walk and note who used it; that is your group for tomorrow, not a mark against them today.
You close on the exit direction — Say one sentence using the aim of this. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Say what the piece is setting out to do, in its own opening.
On a first meeting accept a rough use. Precision is asked for in the two lessons that follow, not this one.