Finding Facts

Overview

This is lesson 5 of 16 in Labels, Facts and Sentences. Pupils practise retrieving simple, accurate facts from a short information text and image, building on earlier work identifying labels and reading simple factual sentences. The lesson follows an “I do, we do, you do” structure and supports mixed Year 1 and Year 2 learners.

Learning intentions

• WALT retrieve simple facts from a text or image.
• WALT answer who, what and where questions about information.
• WALT record facts using words taken from a source.
• WALT check that our facts are accurate.

Success criteria

• I can find information in a text or image.
• I can answer who, what and where questions.
• I can record three facts from the source.
• I can check that my facts are accurate and not made up.

Curriculum links

• Year 2 Reading – comprehension: developing vocabulary and understanding through non-fiction books structured in different ways.
• Upper key stage 2 Reading – comprehension: retrieving, recording and presenting information from non-fiction, adapted here as an early foundation skill.
• Year 1 Vocabulary, grammar and punctuation: sequencing sentences to form short narratives, supported through recording clear factual sentences.
• Upper key stage 2 Reading – comprehension: reading and discussing texts structured in different ways and for different purposes, introduced through teacher modelling and guided discussion.

Lesson structure (45 minutes)

1. 0–10 min · I do: model scanning. Open with the animal-facts introduction slides and show a striking photograph of a penguin beside a short information text, asking, “How can we find out what is true?” Read the text aloud, then model scanning rather than reading every word: look for repeated key words, names, numbers and place words. Think aloud as you locate and highlight one fact, such as “Penguins live in cold places,” and explain that the fact must come from the source. Students watch, repeat the key vocabulary and help identify the highlighted words.

2. 10–25 min · We do: answer questions. Revisit the animal-facts introduction slides and display the shared text and image. Read each section aloud, pausing for partner talk and asking who, what and where questions, such as “Who has feathers?”, “What do penguins eat?” and “Where do penguins live?” Students point to or highlight the evidence, explain their answer to a partner and contribute answers for the class to record. Emphasise that a good answer comes from the text or image, not from guessing.

3. 25–40 min · You do: find and record facts. Distribute the penguin fact-finding worksheet. Students scan the same short information text and image, locate three facts and record each one in a sentence or in the provided boxes. They underline or colour the words in the source that prove each fact, then reread their answers with a partner. Adults support pupils to find one fact at a time and scribe or rehearse oral answers where needed.

4. 40–45 min · Review: check and share. Return to the animal-facts introduction slides for the accuracy checklist: “Is it in the source? Does it answer the question? Have I copied the important information correctly?” Invite several pupils to share one fact and show its evidence. Students complete a quick verbal exit check by stating one fact and pointing to where they found it.

Resources

• the animal-facts introduction slides
• the penguin fact-finding worksheet
• Short enlarged penguin information text
• Penguin photograph or clear information image
• Interactive whiteboard or visualiser
• Highlighters or coloured pencils
• Pencils and writing boards
• Adult support for reading, pointing and scribing

Assessment

• During modelling, check whether pupils understand that scanning means looking for key information rather than reading every word.
• During guided work, listen for answers supported by evidence and prompt pupils to point to the exact words or image detail.
• Review worksheets for three accurate facts taken from the source. Note whether pupils can answer who, what and where questions independently.

Differentiation

• Support: provide a decodable version of the text, read it aloud, highlight key words and add picture clues. Use one-to-one or small-group adult support, oral rehearsal, pointing and scribing where appropriate.
• SEN: reduce the recording demand to one or two facts initially, use enlarged text, give extra processing time and provide a choice of two possible answers before asking pupils to locate evidence.
• EAL: pre-teach essential words with gestures and pictures, pair pupils strategically and provide sentence stems such as “Penguins live in ___” and “I found this fact in the ___.”
• Year 2 or confident readers: encourage independent scanning and complete sentences using precise words from the source.

Extension

• Locate and record an extra fact from the text or image.
• Underline the exact sentence containing the extra fact and explain how it proves the answer.
• Write a new who, what or where question for a partner to answer using the source.