Publishing Fact Pages

Overview

In lesson 14 of 16, pupils publish a final fact page about a familiar topic studied in the unit. They rehearse what they will write, improve a model page together, then create a clear page for a real reader using accurate labels, facts and an illustration.

Learning intentions

• WALT present factual writing clearly for a reader.
• Students will say aloud what they are going to write before writing.
• Students will organise labels and facts into a short, readable page.
• Students will copy or compose sentences carefully and check their accuracy.

Success criteria

• I can write or type text that a reader can read.
• I can organise my title, labels, facts and picture neatly.
• I can check that my labels and facts are accurate.
• I can add an illustration that helps the reader understand my topic.

Curriculum links

• Writing – composition: saying aloud what they are going to write about.
• Writing – composition: sequencing sentences to form short narratives and connected writing.
• Writing – vocabulary, grammar and punctuation: leaving spaces between words and applying Year 1 grammar knowledge.
• Lower key stage 2 writing – composition: composing and rehearsing sentences orally and using a varied vocabulary.

Lesson structure (45 minutes)

1. 0–5 min · Hook and purpose. Teacher displays an untidy fact page using the hook and lesson introduction slides and asks, “What would help a reader learn from this page?” Students discuss what is clear, confusing or missing with a partner, then share one improvement.

2. 5–13 min · I do: model publishing. Teacher uses the model page slides to demonstrate choosing a clear title, leaving spaces, writing neatly, placing labels beside the correct parts and copying a fact carefully; teacher thinks aloud while checking capitals, full stops and spelling. Students rehearse the model sentence aloud with a partner and identify the features they need to include.

3. 13–21 min · We do: improve a sample. Teacher displays an intentionally untidy sample through the sample-page discussion slides and distributes the fact-page planning and checking sheet. Together, the class identifies two layout improvements and checks whether the labels and facts match the picture. Students suggest corrections, explain why they help the reader and complete the first checklist items.

4. 21–25 min · Plan and rehearse. Teacher models orally rehearsing a title, two or three facts and labels before writing, reminding pupils to use facts already checked during the unit. Students tell a partner what their page will contain, point to where each part will go and select an appropriate illustration.

5. 25–39 min · You do: publish. Teacher releases pupils to publish on the fact-page planning and checking sheet, providing a lined template or an enlarged version where needed; pupils write or type a title, labels and accurate facts, then add an illustration. Teacher and supporting adults circulate, prompting pupils to read each sentence aloud, leave spaces and check that every label points to the correct feature. The class may revisit the publishing reminders slides during the task.

6. 39–45 min · Review and share. Teacher displays the peer-review and plenary slides and asks pupils to swap pages with a partner for a kind, specific check. Students use the success criteria to identify one strength and one improvement, make a final correction, then hold up or read one fact to the class.

Resources

• the complete fact-page publishing slide deck
• the fact-page planning and checking sheet
• Previously checked topic facts and reference books
• Pencils, sharpened coloured pencils and rubbers
• Pencil grips and enlarged copies
• Tablets or computers, if pupils are typing
• Visualiser or interactive whiteboard
• Lined publishing templates
• Adult support for writing, reading and checking

Assessment

• During modelling and discussion, check whether pupils can explain why spacing, neat layout, accurate labels and readable sentences help a reader.
• During publishing, listen to oral rehearsal and observe whether pupils sequence their ideas, leave spaces and check facts against reliable class resources.
• At the end, review each page against the success criteria and note pupils needing further support with handwriting, sentence construction, accuracy or layout in lesson 15.

Differentiation

• Support pupils with lined templates, typed labels, enlarged resources, pencil grips, word banks, oral rehearsal with an adult and scribing or shared writing where appropriate.
• For SEN, reduce the number of facts required, provide a clear visual checklist and offer frequent reading-back pauses; allow typing or voice-to-text where available.
• For EAL learners, pre-teach key topic words with pictures, rehearse sentences orally and pair them with a supportive speaking and checking partner.
• Year 2 and more confident writers can choose precise vocabulary, add an extra accurate fact and independently edit spelling, punctuation and layout.

Extension

• Create an additional information box containing one or two related facts.
• Add a glossary word with a child-friendly definition and check that it is useful to the reader.