中文（繁體）
中文（简体）
English
Primary English — Paragraph Structure Tutor Prep Guide — topic sentence, three supporting sentences, one concluding sentence
The problem in Primary 6 writing is rarely grammar. It is that a paragraph walks in five directions at once, so the reader cannot say what the point was. A paragraph has a skeleton that can be copied: one topic sentence states the position, three supporting sentences each do one job, and one closing sentence ties it off. This lesson turns paragraph writing into filling slots, then checks that the last sentence has not smuggled in a new idea.
01 Prerequisites (3-minute check)
If any of these fails, fix it before the lesson starts.
| Skill | Quick check | Pass mark |
|---|---|---|
| Writes a complete sentence | Write one sentence about uniforms using because | Has a subject, a verb and a finished idea, not a phrase |
| Tells a reason from an example | Say which of two sentences is the reason and which is the example | Both answers correct |
| Counts sentences | Count the sentences in a model paragraph | Says five and can point at the topic sentence |
02 Lesson flow (45 minutes)
| Time | Stage | Tutor does | Student does |
|---|---|---|---|
| 6 minutes | Quick check | Read three items, take three spoken answers, write every miss on the board | Answer aloud and note the item they cannot do |
| 8 minutes | Topic sentence | Show three candidates, ask of each whether it takes a position, circle the narrowest | Copy the three and circle the one they would use |
| 10 minutes | Supporting sentences | Write one reason, one example and one detail for the same topic sentence | Write one sentence per slot and label it |
| 10 minutes | Closing and cutting | Show a closing sentence with a new point and ask which half must go | Write a closing sentence, then swap and check each other |
| 6 minutes | Question types | Work one item of each of the four types, steps spoken aloud | Follow the four steps, topic sentence first |
| 5 minutes | Exit check | Read three items, collect the papers, note who wrote no position | Answer three items in writing |
03 Teaching script (read it out)
Scene 1: Act one: a topic sentence takes a position
Give the definition they can copy: the topic sentence is the first sentence of the paragraph and it says what the paragraph will prove. Not I want to talk about uniforms, but school uniforms should stay because they save students time each morning. The first is a topic, the second is a position, and only a position can be supported.
Three tests they can run on the spot. One: add I think to the end and read it; if it still works, there is a position. Two: ask whether anyone would disagree; if nobody would, it is usually background. Three: ask whether because can follow it; if it can, there is something to prove. Run all three and nobody writes nowadays school uniforms are a topic.
A topic sentence must also be narrow. Write uniforms have good and bad points and the next three sentences circle. Write uniforms save time in the morning and three sentences can each take a job. Narrow is not a limit, it is the thing that chooses your supporting sentences for you.
A topic sentence takes a position, not background
Scene 2: Act two: three supporting sentences, three jobs
Do not write three sentences that say the same thing. Sentence one gives a reason, sentence two gives an example, sentence three gives a detail or a concession. Different jobs, so the paragraph moves.
Label each sentence as they write: R for reason, E for example, D for detail. Then check that all three labels appear. Three reasons read like a list, not a paragraph; three examples give no explanation at all.
One more check: read the first word of each supporting sentence. Three sentences starting with Also go flat. First, for example, even so, and the reader can hear the paragraph move.
Three supporting sentences, one job each
Scene 3: Act three: the closing sentence closes
The closing sentence has one task: restate the topic sentence so the reader knows the paragraph is finished. Change the words, not the point. If the paragraph argued that uniforms save time, the closing sentence may not announce that uniform quality is poor. A new point makes the reader expect an explanation that never comes.
Three safe endings: restate (for these reasons, uniforms save time every morning), summarise (so the time saved is the real benefit), or point forward without a new claim (this is why the rule should stay). None of them introduces anything new.
The check is mechanical: circle the first noun of the closing sentence and see whether it appeared in the topic sentence. If it did not, ask whether this is a new point. If it is, cut it. Students can run that circle themselves, which works far better than telling them to stay on topic.
The closing sentence closes and adds nothing new
04 Question types and worked steps
| Type | Example | Steps | Answer |
|---|---|---|---|
| Write the topic sentence | Topic: should students wear uniforms. Write one topic sentence | 1 choose a side 2 add one scope (time, money, fairness) 3 write one sentence 4 test it with because | School uniforms should stay because they save students time every morning. |
| Add one supporting sentence | A reason sentence is given, add an example | 1 read the topic sentence 2 see which job is missing 3 write one sentence for that job only 4 label it | For example, my cousin spends ten minutes choosing clothes when there is no uniform. |
| Rewrite a closing sentence | Turn a closing sentence that adds a new point into one that closes | 1 circle the new noun 2 compare with the topic sentence 3 rewrite as restatement or summary 4 read it for new content | For these reasons, uniforms still save time. |
| Find what a paragraph is missing | Given four sentences, name the missing part | 1 count the sentences 2 find the topic sentence 3 label the jobs 4 name the missing closing sentence or example | Missing the closing sentence; all four sentences support |
05 Independent practice (3 questions)
| Question | Answer | What to watch |
|---|---|---|
| Write one topic sentence on whether the school should close its tuck shop, and state your side | A position sentence, for example: The tuck shop should stay because it gives students a cheap lunch choice. | Whether a position is stated rather than a topic announced |
| Write three supporting sentences for that topic and label each R, E or D | One reason, one example, one detail, none repeating another | Whether all three labels appear and whether any sentence carries two jobs |
| Check a five sentence paragraph for a closing sentence that smuggles a new point | Name the new noun and rewrite the closer | Whether they can use the circle trick to find the problem alone |
06 Common mistakes and what to say
| Mistake | Student writes | Say this |
|---|---|---|
| Topic sentence is background | Nowadays, school uniforms are a hot topic. | Can I put because after this sentence. If not, it is background, not a position. |
| All three supporting sentences do the same job | First… Also… Moreover… three reasons | Three reasons means no example, so turn the third one into for example. |
| Two reasons packed into one sentence | It saves time and money and it is fair. | One job per sentence. Write time here and keep money for the next sentence. |
| Closing sentence opens a new point | The school should also change the uniform colour. | The closing sentence only closes. Colour belongs in paragraph two, so cut it. |
07 Homework (paper, section and question numbers)
- Subject index with practice items and answers — Do the three independent practice items, then copy today paragraph again and label each sentence R, E or D
- Primary 6 English paper, grammar and reading — Do the writing section only and keep the answer sheet for a parent check
08 Exit check (last 5 minutes)
| Question | Answer | Decision |
|---|---|---|
| What is the most important condition for a topic sentence | It states a position and because can follow it | Answering that it should be short means act one is retaught |
| Which three jobs must the supporting sentences cover | A reason, an example and a detail | Answering three reasons means act two is retaught |
| May the closing sentence add a new point, and why | No, because the reader then expects an explanation that never comes | Answering yes means act three is retaught |
09 Tutor FAQ
The student cannot reach the word count without padding, what should I do
Add detail, never adjectives. Give each supporting sentence a number, a time or a place and the paragraph reaches 55 to 70 words while every sentence keeps one job. Adding very, really and a lot of only lengthens the sentence without adding information.
The school asks for 80 words or more, does a five sentence skeleton still work
It does, if the supporting sentences grow from three to four or five while the jobs stay covered. Above eighty words the common pattern is two examples, one personal and one at school level, but the reason and the detail still have to be there. Same skeleton, more slots.
Should students write a plan first
Yes, but a three line plan: the topic sentence, the three labels, and the closing sentence. A full three part outline costs too much time at Primary 6. Three lines are enough to know what sentence two must do, and let a tutor check the whole class in three minutes.
Find a tutor — freeTutor Registration →
A TutorZone lesson-prep guide. Written by the TutorZone team; questions and lesson flow are original and are not taken from any school or publisher material.