Grade by Grade
D. Composition: Expressing Ideas and Creating Texts · Writing for Every Purpose

Publishing, Presenting and Reflecting

D3.1 D3.2 D3.3 D2.2 D1.5About 40 minutes
Learning goals
  • I can print neatly with the right letter size, spacing and placement on the lines.
  • I can publish a final copy using simple techniques like a title, pictures, labels and a neat layout.
  • I can read my writing aloud with expression.
  • I can name strategies that helped me present.

Words to know

publish
To make a final, neat copy of your writing to share with an audience.
final copy
The finished version after revising and editing.
legible
Neat enough for others to read easily.
expression
Reading with feeling, changing your voice to match the words.
present
To share your work with an audience, like reading it aloud.
reflect
To think back about what you did and what helped you.

Getting ready to share

You planned, drafted, revised and edited. Now it is time to publish: make a final copy that your audience can enjoy. Then you will present it.

PlanDraftReviseEditPublishThe writing process
Publishing is the last step of the writing process.

Neat printing

A final copy must be legible, so your audience can read it. Remember these printing rules:

  • Formation: start most letters at the top.
  • Size: tall letters (b, d, h, k, l, t and capitals) reach the top line. Small letters (a, c, e, m, n, o...) fill the middle. Tail letters (g, j, p, q, y) hang below the bottom line.
  • Placement: all letters sit on the bottom line.
  • Spacing: leave a finger space between words.
  • Fluency: print at a steady speed, not too fast, not too slow.
tallsmalltailcapital
Tall letters reach the top line, small letters fill the middle, tail letters hang below, and capitals are tall.

Publishing techniques

Choose a few simple techniques that suit your text and audience:

  • a title that is big and clear
  • pictures, labels and captions
  • a cover or title page with your name as the author
  • a neat layout: leave margins, put pictures beside the words they match
  • typing it on a computer with a grown-up
  • making it into a booklet, a card or a poster

Ask: What will help my audience enjoy and understand my text?

Worked example

Let's choose publishing techniques

Zara is publishing her personal narrative about losing her tooth. Her audience is her kindergarten reading buddy.

  1. Her buddy is 5 and is just learning to read. Big, neat printing will help.
  2. Pictures on every page will help her buddy follow the story.
  3. She makes a booklet with one part of the story on each page: beginning, middle, end.
  4. She adds a cover with the title My Wiggly Tooth and by Zara.

Zara chose big printing, pictures, a booklet and a cover because they fit her audience.

Reading aloud with expression

When you present your writing, read it so your audience feels the story:

  • Volume: loud enough for everyone to hear.
  • Pace: not too fast. Pause at periods.
  • Expression: let your voice go up at the end of a question like Are you ready? and sound excited at an exclamation mark. Use a sad, scared or happy voice to match the words.
  • Look up at your audience sometimes.
  • Show your pictures.
Worked example

Let's practise expression

Read this aloud: "The door creaked open. Was someone there? Suddenly, my puppy jumped out. Surprise!"

  1. The door creaked open. Read it slowly and quietly, like something spooky is happening. Pause at the period.
  2. Was someone there? Let your voice go up at the end, because it's a question.
  3. Suddenly, my puppy jumped out. Read it a bit faster.
  4. Surprise! Say it loudly and excitedly, because of the exclamation mark.

Changing your voice helps listeners feel the story.

Reflect: what helped you?

After you present, think back. Finish these sentences:

  • "A strategy that helped me present was ..." (practising 3 times, reading to my cat first, looking at my pictures, taking a deep breath)
  • "Next time I will ..."

Also think back to the start: "A strategy that helped me get ideas was ..." Knowing what helps you makes you a stronger writer.

Just for fun

Why does the letter g hang below the line?

It wants to see what's going on downstairs!

Hands-on activity

Author's chair at home

You need: your best piece of writing from this unit, paper, crayons, a special chair.

  1. Publish: copy your edited writing neatly (or type it with a grown-up). Add a title, your name and pictures.
  2. Practise reading it aloud 3 times. Mark places to pause or to use a big voice.
  3. Set up an Author's Chair. Invite your family (or stuffed animals!) to be the audience.
  4. Present: read with expression and show your pictures. Take questions at the end.
  5. Reflect: tell your family one strategy that helped you present, and one thing you will do next time.

Your turn

1

What does publish mean?

2

Which letters are tall letters: b, a, h, o?

3

What goes between words when you print?

4

Name two publishing techniques.

5

How should your voice change at a question mark?

6

Name one thing that helps you present well.

7

Finish the sentence: "A strategy that helped me present was ..."

More practice: warm-up

1

What does legible mean?

2

Where do all letters sit?

3

Which letters hang below the line: g or t?

4

Should you read your writing super fast when presenting?

5

What is the last step of the writing process?

More practice: on your own

1

How would you read: "We won the game!"

2

Mila's final copy has words squished together with no spaces. What should she fix?

3

You are publishing a how-to for your class. Which technique would help most: numbered pictures of each step, or glitter on the cover?

4

Why is it a good idea to practise before presenting?

5

Which of these letters reach the top line: d, n, k?

Challenge

1

Plan how to publish an information report about loons for your school library. Name three techniques and why.

2

Read this aloud and tell how you changed your voice: "Oh no! My ice cream fell. Why does this always happen to me?"

3

Jake was nervous presenting and read very quietly. Give him two strategies for next time.

Check your understanding

Quiz

1.

What is a final copy?

2.

Which is legible printing?

3.

How should you read "Look out!"?

4.

Which is a publishing technique?

5.

Which letter is a tail letter?

6.

Which sentence is a reflection?

For parents and teachers

Big idea (D3.1, D3.2, D3.3, D2.2): Grade 2 students produce final texts using simple techniques to achieve the intended effect, present them (including by reading aloud with expression), and identify strategies that helped them present. Their final copies show legible, fluent printing with correct formation, size, placement and spacing. Reflection on idea strategies (D1.5) is revisited here.

How to help at home:

  • Be an enthusiastic audience. A real audience is the best reason to publish.
  • Practise reading aloud together. Model expression and pausing at end marks.
  • Watch printing: letters starting at the top, sitting on the line, tall and tail letters in the right places, and finger spaces.
  • After any performance, ask: "What helped you? What would you do differently next time?"

Common difficulties:

  • Rushing the final copy and making new mistakes. Short final copies are fine. Quality over length.
  • Reading in a flat voice. Read a line first with expression, then have your child echo it.
  • Nervousness. Start with a small, friendly audience (a pet, a sibling, a video call with a grandparent).