Presenting Information

Year Level

Years 1-3

Duration

60 minutes

Class Size

6 students

Learning Objectives

By the end of this session, students will be able to:

Deliver a short oral and/or multimodal presentation of their completed information texts with a clear opening, middle, and conclusion.
Respond to questions about their information texts using simple, topic-relevant vocabulary.
Engage in discussions by demonstrating active listening and asking relevant questions about peers' presentations.
Develop confidence in speaking clearly with appropriate volume and pace.
Demonstrate understanding of the structure and purpose of information texts.

These objectives align with the Australian Curriculum for English for Year 1-3 students, particularly focusing on creating and delivering short oral presentations and sharing information texts, drawing inspiration from AC9E1LY07 for Year 1 and AC9E3LY06 for Year 3 expectations involving planning, creating, and presenting informative texts.

Curriculum Links

ACELY1663 (Year 1): Participate in and contribute to discussions, focusing on listening and responding when sharing personal information related to familiar topics.
ACELY1673 (Year 2): Plan, rehearse, and deliver presentations incorporating learned content and relevant vocabulary.
ACELY1683 (Year 3): Plan, draft, and present informative texts clearly to suit the audience.
ACELY1665 (Year 1-3): Use body language and voice to engage listeners.
ACELY1685 (Year 3): Engage with peers by asking and responding to questions appropriately during presentations.

Resources Needed

Students' completed information text projects (print or digital).
Display boards or wall space for mini-expo setup.
Name tags or labels for each student’s presentation area.
Simple question prompt cards to support students in asking/responding.
Audio recording device (optional, for self-reflection).
Visual aids or props as needed by students.
Dyslexia-friendly versions of question prompts and key vocabulary (e.g., using clear fonts, larger spacing, simple language).

Lesson Outline

1. Introduction & Warm-up (10 mins)

Welcome and Purpose: Begin by explaining the objectives—students will share their completed information texts with classmates in a mini-expo format.
Discuss Presentation Skills Review: Briefly recap the importance of speaking clearly, using eye contact, volume, and pace.
Explain Expo Setup: Show how each student will have a 'presentation station' and all classmates will visit each station to listen and ask questions.

Differentiation for Learners

Provide a checklist of presentation steps for students with executive functioning difficulties.
Use picture icons to illustrate presentation stages for visual learners.

2. Setting Up the Mini-Expo (5 mins)

Each student places their information text and any accompanying visual aids at their designated area.
Students can practise a quick self-run through of their presentation with a peer or teacher feedback.

3. Student Presentations and Gallery Walk (30 mins)

Students take turns presenting their information text to their peers in small groups or pairs.
Encourage the presenting student to speak clearly, use visuals, and invite questions.
Listening students use simple prompt cards to ask questions or make positive comments.
Rotate students so everyone presents and listens.

Supports & Differentiation

Provide sentence starters on question prompt cards, such as:
“What made you choose this topic?”
“Can you tell me more about...?”
“I liked when you explained...”
For students needing more support, allow presentations to be in pairs or small groups.
Use frequent encouragement and positive feedback to boost confidence.
Allow use of notes or cue cards for speaking support.

4. Group Discussion and Reflection (10 mins)

Gather students together to discuss:
What did you learn from your classmates' information texts?
How did it feel to present your work?
Prompt students to share one new fact they enjoyed or one skill they think they improved.
Optional: Use a ‘plus, delta’ feedback method (pluses = what went well, delta = what could improve).

5. Extension Activity for Advanced Learners

Provide an opportunity to create a simple digital presentation or slideshow summarising their information text and including images or captions.
Invite advanced learners to prepare two questions for peers to deepen the class discussion.
Encourage the use of descriptive language or additional facts beyond the initial text.

6. Dyslexia-Friendly Accommodations

Use clear fonts (e.g., Comic Sans, Arial) and avoid all-caps on any printed materials.
Assist students in preparing their presentations by using graphic organisers (simple mind maps) beforehand.
Provide audio options for presentations where students can record and play back.
Allow flexible presentation modes including show-and-tell, drawing support, or video recordings.

Assessment

Formative Assessment:
Observation of student presentation skills (clear speech, volume, pace).
Quality of responses to questions demonstrating understanding of their information texts.
Level of engagement in peer presentations and discussions.
Self and Peer Assessment:
Use a simple thumbs-up/thumbs-sideways/thumbs-down to indicate how comfortable students felt presenting and listening.
Peers can fill in a simple feedback worksheet highlighting one thing they learned and one thing they liked about each presentation.

Teacher’s Notes

Encourage a positive, respectful environment promoting appreciation of all peers’ efforts.
Model questioning techniques and active listening before the expo begins.
Tailor the questioning complexity depending on student needs.
Use this session as a celebration of students’ cumulative learning from the "Exploring Information Texts" unit.

This lesson simultaneously develops literacy, oral communication and interpersonal skills aligned to the Australian Curriculum English standards for early years, while engaging students in a dynamic, hands-on learning environment through presentation and peer interaction at the mini-expo.

Teaching Instructions