Grade by Grade
D. Composition: Expressing Ideas and Creating Texts · Writing with Purpose, Voice and Evidence

Publishing, Presenting and Reflecting

D3.1 D3.2 D3.3 D1.5 A1.2 A2.2About 45 minutes
Learning goals
  • I can produce a final text using design techniques and tools, including simple digital tools.
  • I can choose a way to publish or present my text and explain how it helps my message.
  • I can use presenting strategies like eye contact, volume, pace and expression.
  • I can describe which strategies helped me and set a goal for next time.

Words to know

publish
To share a final text with an audience: print it, post it, display it or perform it.
layout
How words and pictures are arranged on a page or screen.
white space
Empty space on a page that makes it easier to read.
presentation
Sharing a text with a live or recorded audience.
pace
How fast or slow you speak.
reflect
To think back on your work: what went well, what was hard, and what to try next.
next step
A specific goal for your next piece of writing.

Remember from Grade 3

In Grade 3 you made neat final copies, chose techniques like layout and pictures, read your work aloud with expression, and reflected on what helped. In Grade 4 you will use more tools, including simple digital design tools, choose how to publish, explain why your choice helps your message, and describe the strategies that helped you grow.

Producing the final text

A final text should be easy for the audience to read and enjoy. Design techniques help:

  • A clear title and headings.
  • Pictures, diagrams or charts that match the words, with captions.
  • An easy-to-read font, no more than two fonts, and a size that suits the medium (bigger on slides and posters).
  • White space so the page doesn't feel crowded.
  • Colour used on purpose (to group ideas or show what is important), not everywhere.

Digital tools can help: a word processor (headings, bullets, inserting pictures), slideshow software, a drawing app, or an audio recorder. Pencils, markers and paper are tools too.

Clear titleCaptionWhitespaceEasyfont
A published page: a clear title at the top, a picture with a caption, text beside and below it, white space around the edges and an easy-to-read font.
Way to publish or presentGood forHow it helps the message
Printed bookletReports, stories, poemsReaders can go at their own speed and look at diagrams.
Bulletin-board displayPosters, infographicsMany people see it as they walk by.
Slideshow presentationReports, persuasive talksPictures support what you say, and the audience follows along.
Reading aloud or a speechStories, poems, persuasive speechesYour voice adds feeling and emphasis.
Audio recording or podcastStories, interviews, announcementsPeople can listen anywhere, and sound effects add mood.
Class blog or website (with a grown-up)Reviews, reports, storiesFamily members far away can read it. Share only safe information.
Ways to publish and present
Worked example

Let's choose a way to publish and explain it

You wrote an explanation called How Maple Syrup Is Made for your class, and you want families to learn about it too.

  1. Think about the audience: classmates (at school) and families (at home, busy, some far away).
  2. Think about the content: it has steps and a diagram, so pictures will help.
  3. Choose: a slideshow presentation for the class, with one step on each slide and a photo or diagram; then print a one-page version to send home.
  4. Explain: I chose a slideshow because the pictures help my classmates see each step while I talk. I printed a copy for families because they can read it at home when they have time.

A slideshow for the class plus a printed copy for families, with a reason connected to each audience.

Presenting strategies

  • Practise at least three times, once in front of someone.
  • Eye contact: look up at your audience, not just at your paper or the screen.
  • Volume: speak loudly enough for the back of the room.
  • Pace: slow down. Nervous speakers rush. Pause after important ideas.
  • Expression: let your voice show feelings: excitement, surprise, seriousness.
  • Body: stand tall, keep still feet, and use a few natural hand gestures.
  • Cue cards: write key words, not every word, so you talk instead of reading.
  • Visuals: point to pictures or slides to help your audience follow.
Eye contact: look upCue cards: key words onlyStand tall, still feetVolume: reach the back rowA few natural gesturesPace: slow down, pauseafter big ideas
A presenter using the strategies: eye contact, a strong voice, a calm pace, cue cards with key words, a few gestures and still feet.
Worked example

Let's reflect on a piece of writing

You just presented your persuasive speech about a buddy bench. Reflect using three questions.

  1. What strategies helped me? Using cue cards with key words helped me look up at the audience. Practising with my brother helped me slow down.
  2. How did they help me grow? Last time I read every word and looked down. This time I made eye contact, and people nodded when I gave my survey evidence.
  3. What is my next step? Next time, I will pause after my strongest reason so it sinks in.
  4. Also think back to planning (D1.5): My outline helped me put my strongest reason last.

A strong reflection names specific strategies, explains how they helped, and sets a next step.

Just for fun

Funny-but-true: many famous performers still get butterflies before they go on stage. The trick isn't to get rid of the butterflies. It's to get them to fly in formation!

Publishing online safely

If you publish online, do it with a grown-up on a site they approve. Use your first name only (or a nickname), no photos of your face without permission, and never your address, school or phone number. Only share pictures of other people if they (and their grown-ups) say yes.

Hands-on activity

Author's showcase at home

You need: a piece of writing you've revised and edited, paper or a device, art supplies, and an audience (family, or a video call with relatives).

  1. Choose how to publish: a booklet, a poster, a slideshow, an audio recording, or a reading.
  2. Produce the final text. Add a title, headings or pictures with captions, and check the layout for white space.
  3. Make 3 or 4 cue cards with key words if you are presenting.
  4. Practise three times: once alone, once in front of a mirror, once for one person.
  5. Hold your showcase! Ask your audience for one Tell and one Ask from TAG.
  6. Write a reflection: A strategy that helped me was ___ because ___. Next time I will ___.
  7. Explain to your audience why you chose your way of publishing.

Your turn

1

Name three design techniques for a final text.

2

You wrote a spooky poem for a family campfire night. How would you present it, and why?

3

What is white space, and why does it help?

4

Name two presenting strategies.

5

Why should cue cards have key words, not every word?

6

Finish the reflection: A strategy that helped me was ___ because ___.

7

What personal information should you never put in a text published online?

More practice: warm-up

1

What does publish mean?

2

Should you use ten different fonts on one poster?

3

What does pace mean in presenting?

4

What is a next step?

5

Name one digital tool for publishing.

More practice: on your own

1

You made an infographic about recycling for your school. Where should you publish it, and why?

2

A presenter talks very fast and looks at the floor. Give two tips.

3

Make this reflection more specific: It went good.

4

Why should pictures in a final text have captions?

5

Your story is for your cousin in another province. Choose a way to publish and explain.

Challenge

1

Explain how the same report could be published in two different ways for two audiences.

2

Write a full reflection (3 sentences) about a piece of writing you've done this year: a strategy that helped, how it helped, and a next step.

3

A student designs a slideshow with long paragraphs on every slide in tiny yellow letters. Give three suggestions.

Check your understanding

Quiz

1.

Which design choice makes a page easier to read?

2.

Where is the best place to publish an infographic about saving water at school?

3.

Which presenting strategy helps the audience feel connected to you?

4.

What should a strong reflection include?

5.

What should cue cards have on them?

6.

Which is safe to include when publishing a story online with a grown-up?

For parents and teachers

Big idea (D3.1, D3.2, D3.3): Grade 4 students produce final texts using a variety of techniques and tools, including simple digital design and production tools; publish and present them using media and tools they choose, and explain how those choices help communicate their message; and describe the strategies that helped them present, and how these helped them grow. Reflecting on planning and organizing tools connects to D1.5, and student choice connects to A1.2. Safe online publishing connects to A2.2.

How to help at home:

  • Be an enthusiastic audience. Clap, ask questions and share what you liked.
  • Help your child record or share their work with relatives (supervise anything online).
  • Ask reflection questions: What are you proudest of? What would you do differently?

Common difficulties:

  • Spending all the time on decoration. Design should help the message, not replace it.
  • Reading a slideshow word for word. Encourage key words and eye contact.
  • Vague reflections. Ask: Which strategy? How did it help? What's one next step?