Share Facts Kindly

Overview

In this fifteenth lesson of the unit, pupils read their completed factual pages aloud and respond constructively to a partner’s work. The lesson builds on earlier work sequencing sentences, leaving spaces between words and checking that facts are accurate.

Learning intentions

• WALT read factual writing aloud using a clear voice.
• WALT share one accurate fact with an audience.
• WALT give kind, useful feedback about a peer’s writing.
• WALT discuss what has been written with a partner and the teacher.

Success criteria

• I can read my fact page clearly.
• I can share one accurate fact.
• I can identify one strength in a peer’s work.
• I can suggest one precise improvement when I am ready.

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 composition: discussing writing with the teacher or other pupils.
• Vocabulary, grammar and punctuation: leaving spaces between words.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and purpose. Teacher displays the learning intention and explains that factual writing should be shared clearly and responded to kindly; open the hook and learning intention slides and ask, “How can we help someone feel proud of their writing?” Students discuss the question with a partner and listen to the success criteria.

2. 5–12 min · I do: model reading and feedback. Teacher reads a short example fact page aloud twice—first too quietly or quickly, then with a clear voice, appropriate pace and pauses—and models feedback: “One strength is your clear fact. One improvement could be to add a full stop.” Use the model reading and feedback slides to show the listening behaviours and feedback sentence stems. Students identify which reading was easiest to understand and rehearse saying the feedback sentence kindly.

3. 12–20 min · We do: practise with partners. Teacher places pupils in supportive pairs and gives each pair a short factual example or a pupil’s previously completed fact page. Display the partner practice instructions and distribute the reading and feedback sheet. Students take turns reading aloud while their partner listens for a clear voice, one accurate fact and a strength; they record or draw one positive response on the sheet.

4. 20–25 min · We do: improve our responses. Teacher gathers examples of helpful and unhelpful comments, then jointly changes an unhelpful comment such as “It is good” into “One strength is your clear title.” Refer again to the feedback sentence stems. Students practise giving one specific, kind response to their partner and, if ready, suggest a precise improvement.

5. 25–38 min · You do: share fact pages. Teacher explains that pupils will share in pairs or small groups, with flexible grouping to support confidence and listening; display the sharing routine and audience prompts. Students rehearse quietly, then read their fact page aloud, sharing at least one accurate fact. Listeners identify one strength using the worksheet and may ask, “What else can you tell me?” Pupils who prefer may present with a partner or make a short recorded presentation.

6. 38–45 min · Plenary and exit response. Teacher invites several volunteers to share a strong reading or useful feedback, then revisits the success criteria using the plenary and reflection slides. Students complete the final section of the self-check and peer-feedback sheet, stating or drawing one strength they noticed and indicating whether they read clearly. Collect sheets as an exit assessment.

Resources

• the complete sharing and responding slide deck
• the reading and feedback sheet
• Pupils’ completed factual pages
• Visual prompts for clear reading and kind feedback
• Timer
• Optional tablet or recording device
• Pencils and highlighters

Assessment

• During rehearsal, listen for pupils reading audibly, pausing at full stops and sharing an accurate fact.
• Check partner feedback for kindness, specificity and connection to the writing rather than appearance alone.
• Use the completed self-check and peer-feedback sheet to identify pupils needing further support with reading fluency, factual accuracy or constructive responses.

Differentiation

• Support pupils with rehearsal time, repeated reading, visual prompts, a teacher or adult-supported group, and sentence starters such as “One strength is…” and “I noticed…”.
• Pair pupils carefully, allowing a paired presentation or recorded presentation for pupils with speech, confidence or communication needs. Accept spoken, drawn or dictated feedback where appropriate.
• Support EAL learners by pre-teaching key words such as “fact”, “clear”, “strength” and “improve”, using gestures, pictures and a model response.
• Challenge confident readers to answer an audience question and suggest one precise improvement, such as adding a detail, improving a word or checking a full stop.

Extension

• Invite pupils to answer one audience question about their topic using a complete sentence.
• Ask pupils to suggest one precise improvement and explain how it would make the fact page clearer or more interesting.