writing speech year 3

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How to write a good speech in 7 steps

By:  Susan Dugdale  

- an easily followed format for writing a great speech

Did you know writing a speech doesn't have be an anxious, nail biting experience?

Unsure? Don't be.

You may have lived with the idea you were never good with words for a long time. Or perhaps giving speeches at school brought you out in cold sweats.

However learning how to write a speech is relatively straight forward when you learn to write out loud.

And that's the journey I am offering to take you on: step by step.

To learn quickly, go slow

Take all the time you need. This speech format has 7 steps, each building on the next.

Walk, rather than run, your way through all of them. Don't be tempted to rush. Familiarize yourself with the ideas. Try them out.

I know there are well-advertised short cuts and promises of 'write a speech in 5 minutes'. However in reality they only truly work for somebody who already has the basic foundations of speech writing in place.

The foundation of good speech writing 

These steps are the backbone of sound speech preparation. Learn and follow them well at the outset and yes, given more experience and practice you could probably flick something together quickly. Like any skill, the more it's used, the easier it gets.

In the meantime...

Step 1: Begin with a speech overview or outline

Are you in a hurry? Without time to read a whole page? Grab ... The Quick How to Write a Speech Checklist And come back to get the details later.

• WHO you are writing your speech for (your target audience)
• WHY you are preparing this speech. What's the main purpose of your speech? Is it to inform or tell your audience about something? To teach them a new skill or demonstrate something? To persuade or to entertain? (See 4 types of speeches: informative, demonstrative, persuasive and special occasion or entertaining for more.) What do you want them to think, feel or do as a result of listening the speech?
• WHAT your speech is going to be about (its topic) - You'll want to have thought through your main points and have ranked them in order of importance. And have sorted the supporting research you need to make those points effectively.
• HOW much time you have for your speech eg. 3 minutes, 5 minutes... The amount of time you've been allocated dictates how much content you need. If you're unsure check this page: how many words per minute in a speech: a quick reference guide . You'll find estimates of the number of words required for 1 - 10 minute speeches by slow, medium and fast talkers.

Use an outline

The best way to make sure you deliver a perfect speech is to start by carefully completing a speech outline covering the essentials: WHO, WHY, WHAT and HOW.

Beginning to write without thinking your speech through is a bit like heading off on a journey not knowing why you're traveling or where you're going to end up. You can find yourself lost in a deep, dark, murky muddle of ideas very quickly!

Pulling together a speech overview or outline is a much safer option. It's the map you'll follow to get where you want to go.

Get a blank speech outline template to complete

Click the link to find out a whole lot more about preparing a speech outline . ☺ You'll also find a free printable blank speech outline template.  I recommend using it!

Understanding speech construction

Before you begin to write, using your completed outline as a guide, let's briefly look at what you're aiming to prepare.

• an opening or introduction
• the body where the bulk of the information is given
• and an ending (or summary).

Imagine your speech as a sandwich

If you think of a speech as a sandwich you'll get the idea.

The opening and ending are the slices of bread holding the filling (the major points or the body of your speech) together.

You can build yourself a simple sandwich with one filling (one big idea) or you could go gourmet and add up to three or, even five. The choice is yours.

But whatever you choose to serve, as a good cook, you need to consider who is going to eat it! And that's your audience.

So let's find out who they are before we do anything else. 

Step 2: Know who you are talking to

Understanding your audience.

Did you know a  good speech is never written from the speaker's point of view?  ( If you need to know more about why check out this page on  building rapport .)

Begin with the most important idea/point on your outline.

Consider HOW you can explain (show, tell) that to your audience in the most effective way for them to easily understand it.   

Writing from the audience's point of view

To help you write from an audience point of view, it's a good idea to identify either a real person or the type of person who is most likely to be listening to you.

Make sure you select someone who represents the "majority" of the people who will be in your audience. That is they are neither struggling to comprehend you at the bottom of your scale or light-years ahead at the top.

Now imagine they are sitting next to you eagerly waiting to hear what you're going to say. Give them a name, for example, Joe, to help make them real.

Ask yourself

• How do I need to tailor my information to meet Joe's needs? For example, do you tell personal stories to illustrate your main points? Absolutely! Yes. This is a very powerful technique. (Click storytelling in speeches to find out more.)
• What type or level of language is right for Joe as well as my topic? For example if I use jargon (activity, industry or profession specific vocabulary) will it be understood?

Step 3: Writing as you speak

Writing oral language.

Write down what you want to say about your first main point as if you were talking directly to Joe.

If it helps, say it all out loud before you write it down and/or record it.

Use the information below as a guide

(Click to download The Characteristics of Spoken Language  as a pdf.) 

You do not have to write absolutely everything you're going to say down * but you do need to write down, or outline, the sequence of ideas to ensure they are logical and easily followed.

Remember too, to explain or illustrate your point with examples from your research. 

( * Tip: If this is your first speech the safety net of having everything written down could be just what you need. It's easier to recover from a patch of jitters when you have a word by word manuscript than if you have either none, or a bare outline. Your call!)

Step 4: Checking tone and language

The focus of this step is re-working what you've done in Step 2 and 3.

You identified who you were talking to (Step 2) and in Step 3, wrote up your first main point.  Is it right? Have you made yourself clear?  Check it.

How well you complete this step depends on how well you understand the needs of the people who are going to listen to your speech.

Please do not assume because you know what you're talking about the person (Joe) you've chosen to represent your audience will too. Joe is not a mind-reader!

How to check what you've prepared

• Check the "tone" of your language . Is it right for the occasion, subject matter and your audience?
• Check the length of your sentences. You need short sentences. If they're too long or complicated you risk losing your listeners.

Check for jargon too. These are industry, activity or group exclusive words.

For instance take the phrase: authentic learning . This comes from teaching and refers to connecting lessons to the daily life of students. Authentic learning is learning that is relevant and meaningful for students. If you're not a teacher you may not understand the phrase.

The use of any vocabulary requiring insider knowledge needs to be thought through from the audience perspective. Jargon can close people out.

• Read what you've written out loud. If it flows naturally, in a logical manner, continue the process with your next main idea. If it doesn't, rework.

We use whole sentences and part ones, and we mix them up with asides or appeals e.g. "Did you get that? Of course you did. Right...Let's move it along. I was saying ..."

Click for more about the differences between spoken and written language .

And now repeat the process

Repeat this process for the remainder of your main ideas.

Because you've done the first one carefully, the rest should follow fairly easily.

Step 5: Use transitions

Providing links or transitions between main ideas.

Between each of your main ideas you need to provide a bridge or pathway for your audience. The clearer the pathway or bridge, the easier it is for them to make the transition from one idea to the next.

If your speech contains more than three main ideas and each is building on the last, then consider using a "catch-up" or summary as part of your transitions.

Is your speech being evaluated? Find out exactly what aspects you're being assessed on using this standard speech evaluation form

Link/transition examples

A link can be as simple as:

"We've explored one scenario for the ending of Block Buster 111, but let's consider another. This time..."

What follows this transition is the introduction of Main Idea Two.

Here's a summarizing link/transition example:

"We've ended Blockbuster 111 four ways so far. In the first, everybody died. In the second, everybody died BUT their ghosts remained to haunt the area. In the third, one villain died. His partner reformed and after a fight-out with the hero, they both strode off into the sunset, friends forever. In the fourth, the hero dies in a major battle but is reborn sometime in the future.

And now what about one more? What if nobody died? The fifth possibility..."

Go back through your main ideas checking the links. Remember Joe as you go. Try each transition or link out loud and really listen to yourself. Is it obvious? Easily followed?

Keep them if they are clear and concise.

For more about transitions (with examples) see Andrew Dlugan's excellent article, Speech Transitions: Magical words and Phrases .

Step 6: The end of your speech

The ideal ending is highly memorable . You want it to live on in the minds of your listeners long after your speech is finished. Often it combines a call to action with a summary of major points.

Example speech endings

Example 1: The desired outcome of a speech persuading people to vote for you in an upcoming election is that they get out there on voting day and do so. You can help that outcome along by calling them to register their support by signing a prepared pledge statement as they leave.

"We're agreed we want change. You can help us give it to you by signing this pledge statement as you leave. Be part of the change you want to see!

Example 2: The desired outcome is increased sales figures. The call to action is made urgent with the introduction of time specific incentives.

"You have three weeks from the time you leave this hall to make that dream family holiday in New Zealand yours. Can you do it? Will you do it? The kids will love it. Your wife will love it. Do it now!"

How to figure out the right call to action

A clue for working out what the most appropriate call to action might be, is to go back to your original purpose for giving the speech.

• Was it to motivate or inspire?
• Was it to persuade to a particular point of view?
• Was it to share specialist information?
• Was it to celebrate a person, a place, time or event?

Ask yourself what you want people to do as a result of having listened to your speech.

For more about ending speeches

Visit this page for more about how to end a speech effectively . You'll find two additional types of speech endings with examples.

Write and test

Write your ending and test it out loud. Try it out on a friend, or two. Is it good? Does it work?

Step 7: The introduction

Once you've got the filling (main ideas) the linking and the ending in place, it's time to focus on the introduction.

The introduction comes last as it's the most important part of your speech. This is the bit that either has people sitting up alert or slumped and waiting for you to end. It's the tone setter!

What makes a great speech opening?

Ideally you want an opening that makes listening to you the only thing the 'Joes' in the audience want to do.

You want them to forget they're hungry or that their chair is hard or that their bills need paying.

The way to do that is to capture their interest straight away. You do this with a "hook".

Hooks to catch your audience's attention

Hooks come in as many forms as there are speeches and audiences. Your task is work out what specific hook is needed to catch your audience.

Go back to the purpose. Why are you giving this speech?

Once you have your answer, consider your call to action. What do you want the audience to do, and, or take away, as a result of listening to you?

Next think about the imaginary or real person you wrote for when you were focusing on your main ideas.

Choosing the best hook

• Is it humor?
• Would shock tactics work?
• Is it a rhetorical question?
• Is it formality or informality?
• Is it an outline or overview of what you're going to cover, including the call to action?
• Or is it a mix of all these elements?

A hook example

Here's an example from a fictional political speech. The speaker is lobbying for votes. His audience are predominately workers whose future's are not secure.

"How's your imagination this morning? Good? (Pause for response from audience) Great, I'm glad. Because we're going to put it to work starting right now.

I want you to see your future. What does it look like? Are you happy? Is everything as you want it to be? No? Let's change that. We could do it. And we could do it today.

At the end of this speech you're going to be given the opportunity to change your world, for a better one ...

No, I'm not a magician. Or a simpleton with big ideas and precious little commonsense. I'm an ordinary man, just like you. And I have a plan to share!"

And then our speaker is off into his main points supported by examples. The end, which he has already foreshadowed in his opening, is the call to vote for him.

Prepare several hooks

Experiment with several openings until you've found the one that serves your audience, your subject matter and your purpose best.

For many more examples of speech openings go to: how to write a speech introduction . You'll find 12 of the very best ways to start a speech.

That completes the initial seven steps towards writing your speech. If you've followed them all the way through, congratulations, you now have the text of your speech!

Although you might have the words, you're still a couple of steps away from being ready to deliver them. Both of them are essential if you want the very best outcome possible. They are below. Please take them.

Step 8: Checking content and timing

This step pulls everything together.

Check once, check twice, check three times & then once more!

Go through your speech really carefully.

On the first read through check you've got your main points in their correct order with supporting material, plus an effective introduction and ending.

On the second read through check the linking passages or transitions making sure they are clear and easily followed.

On the third reading check your sentence structure, language use and tone.

Double, triple check the timing

Now go though once more.

This time read it aloud slowly and time yourself.

If it's too long for the time allowance you've been given make the necessary cuts.

Start by looking at your examples rather than the main ideas themselves. If you've used several examples to illustrate one principal idea, cut the least important out.

Also look to see if you've repeated yourself unnecessarily or, gone off track. If it's not relevant, cut it.

Repeat the process, condensing until your speech fits the required length, preferably coming in just under your time limit.

You can also find out how approximately long it will take you to say the words you have by using this very handy words to minutes converter . It's an excellent tool, one I frequently use. While it can't give you a precise time, it does provide a reasonable estimate.

Step 9: Rehearsing your speech

And NOW you are finished with writing the speech, and are ready for REHEARSAL .

Please don't be tempted to skip this step. It is not an extra thrown in for good measure. It's essential.

The "not-so-secret" secret of successful speeches combines good writing with practice, practice and then, practicing some more.

Go to how to practice public speaking and you'll find rehearsal techniques and suggestions to boost your speech delivery from ordinary to extraordinary.

The Quick How to Write a Speech Checklist

Before you begin writing you need:.

• Your speech OUTLINE with your main ideas ranked in the order you're going to present them. (If you haven't done one complete this 4 step sample speech outline . It will make the writing process much easier.)
• Your RESEARCH
• You also need to know WHO you're speaking to, the PURPOSE of the speech and HOW long you're speaking for

The basic format

• the body where you present your main ideas

Split your time allowance so that you spend approximately 70% on the body and 15% each on the introduction and ending.

How to write the speech

• Write your main ideas out incorporating your examples and research
• Link them together making sure each flows in a smooth, logical progression
• Write your ending, summarizing your main ideas briefly and end with a call for action
• Write your introduction considering the 'hook' you're going to use to get your audience listening
• An often quoted saying to explain the process is: Tell them what you're going to tell them (Introduction) Tell them (Body of your speech - the main ideas plus examples) Tell them what you told them (The ending)

TEST before presenting. Read aloud several times to check the flow of material, the suitability of language and the timing.

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Writing a speech

These are user friendly KS3 resources for preparing a persuasive speech on a familiar subject. It includes ideas for topics. It would be ideal for an Argue and Persuade Writing unit. 

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Writing Direct Speech Year 3 Speech Resource Pack

Step 3: Writing Direct Speech Year 3 Resource Pack

Writing Direct Speech Year 3 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and application and reasoning resources. This pack is designed to work alongside our GPS Scheme of Work for Spring Block 3 .

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What's included in the pack?

This pack includes:

• Writing Direct Speech Year 3 Teaching PowerPoint.
• Writing Direct Speech Year 3 Varied Fluency with answers.
• Writing Direct Speech Year 3 Application and Reasoning with answers.

National Curriculum Objectives

English Year 3: (3G5.7)  Introduction to inverted commas to punctuate direct speech ​

Differentiation:

Varied Fluency Developing Questions to support writing direct speech. Full scaffolding is provided to enable children to write direct speech. Word banks of all text required or punctuation examples are given. Expected Questions to support writing direct speech. Some scaffolding is provided to enable children to write direct speech. Word banks of some of the text required or punctuation examples may be given. For example; the reporting verb may not be included or the opening spoken word may not be given capitalised, meaning children will need to add this element themselves. Greater Depth Questions to support writing direct speech. Some scaffolding is provided to enable children to write direct speech. Word banks of some of the text required or punctuation examples may be given. For example; the reporting verb may not be included or the opening spoken word may not be given capitalised, meaning children will need to add this element themselves. Multiple pieces of direct speech within a sentence or multiple speakers may feature within a question.

Application and Reasoning Questions 1, 4 and 7 (Application) Developing Convert a speech bubble into a sentence containing direct speech. Sentence stem provided. Expected Convert a speech bubble into a sentence containing direct speech. No sentence stem provided. Greater Depth Convert two speech bubbles into a short conversation with two sentences containing direct speech.

Questions 2, 5 and 8 (Application) Developing Complete three sentences with direct speech. Sentence stem, comma after reporting clause and inverted commas provided. Expected Complete three sentences with direct speech. Sentence stem provided. Greater Depth Complete three sentences with direct speech. Direct speech split by the reporting clause.

Questions 3, 6 and 9 (Reasoning) Developing Explain whether or not a simple sentence containing direct speech has been written correctly. Expected Explain whether or not a complex/compound sentence containing direct speech has been written correctly. Greater Depth Explain whether or not sentences containing direct speech have been written correctly. Direct speech split by the reporting clause or multiple speakers in a question.

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Developing Persuasive Writing Skills Unit Plan - Year 3 and Year 4

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This English unit addresses the genre of persuasion; specifically, how to write a well-structured persuasive text.

It consists of 10 lessons of approximately 60 minutes duration.

The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.

An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.

Login to view the Unit plan.

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)Elaborationsbecoming familiar with typical structural stages and language features of various t...

Understand that paragraphs are a key organisational feature of written textsElaborationsnoticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and i...

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbsElaborationsexploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments abo...

Identify the point of view in a text and suggest alternative points of viewElaborationsdiscussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel (Skills: Literacy, Critical an...

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situationsElaborationsparticipating in collaborative discussions, building on and connecting ideas and opinions expressed by other...

Identify the audience and purpose of imaginative, informative and persuasive textsElaborationsidentifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with t...

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuationElaborationsusing glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding ...

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audienceElaborationsbecoming familiar with the typical stages and language features of such text types as: simple narrative,...

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coher...

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structureElaborationsrevising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection betwe...

Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts

Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter

Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences

Identify the point of view in a text and suggest alternative points of view

Understand that paragraphs are a key organisational feature of written texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

Describe how texts across the curriculum use different language features and structures relevant to their purpose

Understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

Recognise how texts can be created for similar purposes but different audiences

Use interaction skills to contribute to conversations and discussions to share information and ideas

Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic

Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes

Listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information

Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

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Would be a good unit plan if the lessons matched the slides provided.

Hi Eleisha, thanks for raising this with us! I can confirm this unit plan has now been reviewed and updated by our resource team. Apologies for any inconvenience there! If you need anything further, please don't hesitate to let me know. Thanks!

Resource updates

Design updates to Powerpoint templates. Minor changes made to Lessons 2, 3 and 4.

Simplified versions of sequencing activities added to Lesson 2.

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Achieving QTS

Student resources, year 3 – teaching direct speech.

The following lesson illustrates one way in which you can teach children about direct speech within the context of a Literacy lesson. The rules for writing direct speech remain the same however it is taught, but remember to make the lesson purposeful and relevant to your class in order to provide a contextualised approach to teaching grammar. This Year 3 class have been reading the book The Great Kapok Tree by Lynne Cherry as part of their rainforest theme. They have already explored a number of non-fiction texts to gather facts and information to contribute to their own leaflets and persuasive posters. They have discussed the moral and ethical dilemmas associated with rainforests and researched the Amazon rainforest as part of their ongoing topic. The class have visited the local botanical gardens and a speaker from a local ecology group has provided further information. To ensure that pupils have something to say in their narratives and understand how a character feels and acts, several drama strategies may be used to provide pupils with a convenient vehicle through which to convey speech; this can be recorded in their own narratives using the written conventions of speech. Because speech can be incorporated into most narratives, you can adapt this lesson to reflect the topic that underpins your teaching for that year group. For example, you may be finding out about a particular period in history or exploring the life of a famous person. When children are writing a story about this, they will more than likely need to include some form of conversation in order to distinguish it from a biography or other form of literary non-fiction.

Learning objectives for the lesson

• To be able to use punctuation in direct speech correctly.
• To be able to choose appropriate verbs and adverbials to describe how the character is speaking.
• To use dialogue effectively to convey meaning. 

Lesson opener

Conscience alley

Ask the children to sit facing each other in two lines, each with a strip of sugar paper and a felt pen. Briefly recap on the story of The Great Kapok Tree and ask children in one of the lines to act as the woodcutter’s employers and the children in the other line to take on the role of one of the rainforest animals. They must decide what they would say to the woodcutter so as to persuade him whether or not to cut down the trees. Explain to the children that they are to take part in a ‘Conscience Alley’. As the woodcutter, you will walk through the middle of both lines whilst one by one the children give their reasons for and against cutting down the trees. When you reach the end of the lines, you can make your decision.

For example:

You won’t get paid if you do not finish the job. (Employer)

Where will we live if you cut down the trees? (Snake)

Then ask the children to write what they have said on the piece of coloured paper, using speech punctuation.

Main lesson

Having established groups for the main teaching session, explain that they are going to continue to write the next part of the rainforest story. To ensure children have a purpose for their writing you may want to tell them that you have misplaced your copy of The Great Kapok Tree or that the last few pages are damaged and you were due to read this story to the children in Reception or Year 1. Tell the children that they are going to write the end of the story so that you don’t have to disappoint the younger children.

Model writing the opening sentences of the next part of the story on the interactive whiteboard so as to ensure that all children are familiar with the use of direct speech and how to punctuate this correctly. Children can use mini-whiteboards or classroom tablets to write suggestions for dialogue that would be appropriate for the story. Use this time to assess whether the children are using punctuation correctly and address any misconceptions.

Practical application

Children can write the ending to the story using effective dialogue to add meaning to the text. Remind them of the learning objectives and ensure that you have provided scaffolds such as writing frames, microphones, prompts and examples of speech to ensure that all children can achieve. During the starter activity and the shared writing you will have identified those children requiring further support when using direct speech and these may form a guided group. What about those children for whom direct speech poses no difficulties? An effective way in which to continue to develop their use of direct speech is to place envelopes on their tables with a further challenge included. For example, ask them to include a conversation between three characters or try splitting the direct speech into parts.

Explain to the children that you have written the ending of the story but have forgotten how to write direct speech. Hand out some pre-prepared sentences relating to the story with all punctuation missing. Make sure that you differentiate accordingly. Ask the children to work in pairs to ‘correct’ the sentences using a marker pen and collect these to include on your working wall.

Assessment (measuring achievement)

Assessment for learning

Do not assume that all children will begin this lesson with the same degree of understanding about the use of direct speech.

Ask key questions to determine how much children know:

Why have you put the speech marks there?

Can you think of an alternative to ‘said’?

How do we know when the character is speaking?

Where do I include the exclamation mark?

What does this tell us about the character?

Ask children to identify speech during shared or guided reading sessions. Encourage them to change their voice when characters are speaking. Are they aware that speech marks indicate that someone is speaking? Do they change their voice according to the adverb or verb used to describe how the character is speaking? Use a wide variety of books that include speech, for example, Good Little Wolf by Nadia Shireen, Billy’s Bucket by Kes Gray and Garry Parsons, The Gruffalo by Julia Donaldson and Axel Scheffler and just about anything by Roald Dahl.

Use drama sessions to ask children to verbalise their thoughts whilst in character and then write them down on sticky notes using the conventions of direct speech.

Assessment at the point of learning

You will need to assess learning throughout the lesson so that you are able to provide the correct amount of challenge for all learners.

Take full advantage of mini-whiteboards to allow children to demonstrate what they know. They may be able to use inverted commas correctly, but have they remembered to include the full stop or question mark within the speech marks?

Encourage other adults working within the classroom to make a note of children who are having difficulties and address this immediately with the child, exploring misconceptions and modelling correct use of speech punctuation.

Ask children to explain why they have used specific verbs or adverbs to describe how a character is speaking. Do they understand why they need to include speech marks? Are they beginning a new line for a different speaker? How can you make this explicit in your teaching?

Assessment of learning

Have the children achieved the objective of the lesson and how do you know?

During the plenary, are children still making the same mistakes or have they moved on during the course of the lesson?

Are they enclosing the speaker’s exact words within speech marks?

Do they start each piece of speech with a capital letter?

Have they used a comma in the correct place when direct speech comes after the name of the speaker?

Have they started a new line for each speaker?

Furthermore, does the inclusion of dialogue in the text contribute to the overall effect of the writing? If children are simply including speech in order to fulfil a ‘checklist’ of criteria, they may not understand how it can fundamentally change a piece of writing and add to the tone, atmosphere and mood. When marking work, make comments explicit and refer directly to the learning objectives so that learners are aware of their success and how they can continue to move forward.

Some children may have a limited understanding of punctuation and so this will need consolidating prior to teaching speech marks. Use punctuation fans and bingo games to provide opportunities for children to become familiar with different types of punctuation.

Some children may benefit from a more visual approach and so try large speech bubble templates to write speech before adding it to text. Children who prefer an auditory approach may benefit from watching short film clips and identifying the speech within this context.

The use of drama to reinforce conventions of written speech will often support pupils for whom English is as an additional language as it provides opportunities for pupils to be more aware of their language use and orally rehearse their thoughts before committing them to paper.

For more lesson inspiration and for the theory behind how to develop good lessons, see the   Lessons in Teaching Series.

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Direct Speech - Year 3 and 4

Subject: English

Age range: 7-11

Resource type: Lesson (complete)

Last updated

18 July 2024

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Lower KS2 English Teaching Resource

In this English punctuation teaching resource, pupils practise recognising, writing and punctuating direct speech as per the curriculum objectives of the Year 3 and 4 programme of study (Writing - vocabulary, grammar and punctuation). This engaging and animated PowerPoint lesson includes:

• An explanation of direct speech
• Identify the reporting clause and speech activity with an accompanying worksheet
• An explanation of indirect speech
• A direct and indirect speech activity with an accompanying worksheet
• How to punctuate direct speech explanation
• A punctuating speech activity with an accompanying worksheet
• Complete the sentences activity with an accompanying worksheet
• 3 further differentiated worksheets with answers

As with all our PowerPoint teaching resources, ‘Direct Speech - Year 3 and 4’ is completely editable so that teachers can adapt, alter and revise it as much or as little as required.

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Persuasive Writing Year 3 UNIT PLAN

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This Persuasive Writing Year 3 UNIT PLAN is a 5-lesson program designed to develop your students' knowledge and skill around persuasive writing.

In this unit, students will develop skills around understanding persuasive structure and devices. They will practise writing and engage in various hands-on activities, culminating in a final assessment of skills with a persuasive prompt.

These resources are excellent for NAPLAN practise and preparation.

The unit plan package downloads as a zip file and contains the following resources:

• Unit Guide: includes a unit overview, lesson plans with associated resources, assessments, rubrics and suggested resources.
• PowerPoint: provides supplementary information for each lesson.
• Displays: definition posters.

While this unit is aimed at Year 3, it is also suitable for Year 2 as well to introduce the students to persuasive writing.

*Note: Significant amendments have been made to this unit plan as of 28/6/24. We recommend downloading this resource again if accessed prior to this date.

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Public Speaking Tips For Kids

The speeches are written and practiced at home. This year I created a template for the kids to help make a start on their speech. The template not only helps them plan out the content for their speech, but gives them tips on how to define the purpose, research and practise their speech.

I used this template with all three kids – prep, year three and year five. The level of guidance needed by each child varied and I naturally I spent the most time with the six year old as this is the first time he has had to write and present a speech.

Not every element of the template will necessarily need to be completed and depends on the topic. For example the prep child chose “Kids have fun when….” from the list of topics for his class. This topic requires no research to be done as he is an expert in knowing how kids have fun!

The kids may also need more room than for the “middle” section, depending on how long their speech is to be. We simply turned over the page and wrote on the back.

Public Speaking Tips For Kids – A Checklist

I have listed below the elements the template covers:

• Topic and Time: Choose something that you are interested in.
• How long do you have to talk for?
• Audience: Who will you be talking to and who will be judging.
• Subject and purpose: What is the aim of your speech – to persuade, inform, entertain, etc. Brainstorm ideas note them down. Note personal stories you can add to make it more interesting.
• Research: Not just internet, newspapers, magazines, library, family friends etc.
• Structure: Ask yourself the question – ‘At the end of the speech I would like my audience to…….
• Beginning: Brief, capture the attention of the audience and establish the subject and purpose of the speech. Don’t just restate the topic. Add your personality and make it unique, many others may be talking on the same topic.
• Middle: Sets out your ideas, shares your research, includes examples to support your topic. For your time limit work out how many points / paragraphs you can include. Work on having a powerful statement to lead into each new point / paragraph.
• End: Short statement relating back to the topic and sums up the subject and purpose of the speech. Make it brief, but memorable. Try including a memorable line that the audience can take away with them. Memorise your conclusion, so your last couple of sentences can be delivered with confidence and with full eye contact with the audience.
• Practice: By yourself first. Time it and edit your content so it first with the time restraints.
• Palm Cards: Then make palm cards for key points only. Keep cards to a minimum and number them.
• Dress rehearsal: Practice using palm cards, first by yourself, then either in front of family or even video your self.

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Writing an effective speech using rhetoric

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Lesson details

Key learning points.

• In this lesson, we will focus on writing speeches. Drawing upon spectacular speakers of the past, we will explore how rhetoric is used to build instant trust with a crowd. We will use this inspiration to create our own professional speeches, to secure our powers of persuasion for any scenario.

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These Republicans denounced Trump and endorsed Harris at the DNC. Here's what they said.

By Kathryn Watson

Updated on: August 23, 2024 / 12:18 AM EDT / CBS News

Several prominent Republicans — some of whom worked for former President Donald Trump — took to the stage at the Democratic National Convention in Chicago to endorse Vice President Kamala Harris. 

Former Georgia Lt. Gov. Geoff Duncan; Olivia Troye, who was homeland security adviser to Vice President Mike Pence; former Trump White House press secretary Stephanie Grisham and former Rep.  Adam Kinzinger have all thrown their support behind the Democratic nominee and suggested Trump lacks the moral character to lead the nation again. 

They all had one message to their fellow Republicans and independents: Do the right thing and vote for Harris in November. 

"To my fellow Republicans at home that want to pivot back toward policy, empathy and tone, you know the right thing to do, now let's have the courage to do it in November," said Duncan, summarizing the other Republican speakers' speeches as well as his own. 

Duncan knows what courage requires. Defending the election results in Georgia after the 2020 presidential election, when Trump narrowly lost in the state, Duncan faced such serious threats from Trump supporters that law enforcement had to protect his home. 

"In our family, my wife, Brooke, and I are raising three boys and we have a family motto," Duncan said Wednesday night at the DNC. "And it says, 'Doing the right thing will never be the wrong thing.' During 2020, during just the lowest of lows when we had armed officers outside our house protecting us from other Republicans, Donald Trump had targeted us. My son came downstairs and he handed me this coaster that I had given him years before at a father-son retreat for our church. And he said, 'Hey dad, doing the right thing will never be the wrong thing. Stay strong.'"

Troye, the former Pence adviser, said she "grew up in the kind of working family that Trump pretends to care about." 

"Conservative. Catholic. Texan," she said. "July 4th was our most sacred holiday. Those values made me a Republican. And they're the same values that make me proud to support Kamala Harris." 

Troye described working inside Trump's White House as "terrifying." 

"But what keeps me up at night is what'll happen if he gets back there," she said. "The guardrails are gone, the few adults in the room the first time resigned or were fired."

Grisham, who was criticized for never holding a press briefing during her tenure, resigned on Jan. 6, 2021, as rioters assaulted the Capitol and Trump said nothing to stop them. 

"I wasn't just a Trump supporter, I was a true believer," Grisham told the DNC crowd. "I was one of his closest advisers. The Trump family became my family. I spent Easter, Thanksgiving, Christmas and New Year's all at Mar-a-Lago. I saw him when the cameras were off. Behind closed doors, Trump mocks his supporters. He calls them basement dwellers."

Grisham recalled a hospital visit when Americans were dying at the ICU and she said he was upset the cameras weren't on him. 

"He has no empathy, no morals, and no fidelity to the truth," she said. "He used to tell me, 'It doesn't matter what you say, Stephanie — say it enough and people will believe you.' But it does matter. What you say matters. And what you don't say matters. On January 6th, I asked Melania if we could at least tweet that while peaceful protest is the right of every American, there's no place for lawlessness or violence. She replied with one word: 'No.'" 

Grisham said she "couldn't be part of the insanity any longer." 

"When I was press secretary, I got skewered for never holding a White House briefing," she said. "It's because, unlike my boss, I never wanted to stand at that podium and lie. Now here I am, behind a podium, advocating for a Democrat. And that's because I love my country more than I love my party. Kamala Harris tells the truth. She respects the American people. And she has my vote." 

Former Republican Anna Navarro, a Nicaraguan-born political commentator and co-host of "The View," also spoke out against Trump on stage at the DNC. She stopped supporting Republicans in 2016, partly over the "Access Hollywood" tape. Navarro blasted Trump for calling Harris a "communist." 

"Let's be serious," Navarro said. "Donald Trump and his minions call Kamala a communist. I know communism. I fled communism from Nicaragua when I was 8 years old. I don't take it lightly." 

Kinzinger, a Republican former congressman from Illinois who left office in 2023 and has long been critical of Trump, spoke on the  final night of the DNC  and said the Republican Party has lost its way. 

"Donald Trump has suffocated the soul of the Republican Party," Kinzinger said. "His fundamental weakness has coursed through my party like an illness."

He said the Republican Party has "switched its allegiance" to "a man whose only purpose is himself." 

"Donald Trump is a weak man pretending to be strong. A small man pretending to be big. A faithless man pretending to be righteous. A perpetrator who can't stop playing the victim. He puts on quite a show. But there's no real strength there."

Kinzinger said he never thought he'd be speaking at a Democratic convention.

"But I've learned something about the Democratic Party. And I want to let my fellow Republicans in on the secret. The Democrats are as patriotic as us," he said to loud applause. "They love this country just as much as we do. And they are as eager to defend American values at home and abroad as we conservatives have ever been. I was relieved to discover that." 

• Kamala Harris
• Democratic National Convention
• Republican Party

Kathryn Watson is a politics reporter for CBS News Digital, based in Washington, D.C.

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Fact-checking the Democratic convention: What Kamala Harris, others got right (and wrong)

Vice President Kamala Harris and the dozens of speakers that preceded her at Thursday's Democratic National Convention attacked former President Donald Trump on an array of fronts, including abortion, diplomacy and his litany of criminal charges.

Not all of it was true.

The USA TODAY Fact Check team followed along to sort fact from fiction and add context where it was missing.

More from the Fact-Check Team:   How we pick and research claims  |  Email newsletter  |  Facebook page

Kamala Harris claim: Trump tariffs would cost households $4,000 per year 

Trump tariffs ‘"would raise prices on middle-class families by almost $4,000 a year ."

This overstates the impact economists project from Trump’s proposed 10% tariff on imported goods. 

While Trump has described it as a way to raise revenue , economists say it would mostly be passed along to consumers , effectively making it a tax.

A study by the nonpartisan Tax Policy Center found the tariff, along with a 60% tariff on Chinese goods also proposed by Trump, would lower the average post-tax incomes of American households by about $1,800.  

That’s mostly in line with projections from the Peterson Institute for International Economics, a think tank that says the tariff would cost households roughly $1,700 each year , and the conservative American Action Forum, which projects additional household costs between $1,700 and $2,350.

– Joedy McCreary  

Catch up on our convention fact-checks

We've fact-checked key speakers throughout the Republican and Democratic conventions. Catch up here on what was false, what was true and what was in between from Donald Trump, JD Vance, Tim Walz and a host of others.

• DNC Day 3: Tim Walz | Fact check live blog
• DNC Day 1: Joe Biden | Fact check live blog
• RNC Day 4: Donald Trump | Fact check live blog
• RNC Day 3 : JD Vance | Fact check live blog

What's true and what's false? Sign up for USA TODAY's Checking the Facts newsletter.

Kamala Harris claim: Trump immune from criminal prosecution 

“Consider the power he will have, especially after the United States Supreme Court just ruled that he would be immune from criminal prosecution.”  

In July, the Supreme Court ruled in a 6-3 decision that presidents, including Trump, are at least partially immune from prosecution for crimes committed while in office. But the court’s decision isn’t as clear cut as Harris’ remarks make it seem. It declares that “official” acts by presidents are protected, but steps taken as a candidate are not. 

The ruling also leaves room for presidents to be prosecuted under a narrow set of circumstances, related to responsibilities “within the outer perimeter” of presidential duties, or to unofficial acts, as  USA TODAY previously reported .  

“The parties before us do not dispute that a former President can be subject to criminal prosecution for unofficial acts committed while in office,” Chief Justice John Roberts wrote for the 6-3 majority that divided along ideological lines. “They also agree that some of the conduct described in the indictment includes actions taken by Trump in his unofficial capacity.” 

In her dissent, Justice Sonia Sotomayor wrote that the court gave Trump “all the immunity he asked for and more.” Trump is the first president – former or current – to be criminally charged. 

-Chris Mueller  

Ruben Gallego claim: VP Harris responsible for veteran benefits expansion, unemployment rate 

“Kamala Harris has delivered more benefits to more veterans than ever before and has achieved the lowest veterans unemployment rate in history.”  

The Department of Veterans Affairs said it has granted benefits to 1.1 million veterans and their survivors so far in fiscal year 2024, an all-time record. 

The VA said it’s been able to deliver more care and benefits than ever before largely because of the PACT Act, which President Joe Biden signed into law in August 2022. The White House has described the law as the “most significant expansion of VA Health Care in 30 years.” 

It helps deliver more timely health care benefits and services to over five million veterans who may have been exposed to toxic substances – such as through burn pits – while serving the country, the White House said. 

But the claim overreaches by giving direct credit to Harris for actions taken by an administration led by Biden. In public remarks in 2022, Harris credited Biden’s leadership for the passage of the PACT Act. 

The issue is close to Biden, who has drawn a connection between burn pits and his late son Beau’s fatal brain cancer. 

The Department of Veterans Affairs website says the PACT Act is “is perhaps the largest health care and benefit expansion in VA history.” The Veterans of Foreign Wars , a nonprofit veterans service organization, considered the bill the most significant piece of veterans legislation in history. 

On unemployment, the jobless rate among veterans fell to 2.1% in April 2023 – during the Biden-Harris administration – the lowest mark since 2000 when the Bureau of Labor Statistics began tracking monthly unemployment for the group, the Military Times reported . For all of 2023, the rate was 2.8%, the lowest rate since at least 2000 , the outlet reported. 

The veterans unemployment rate was 3% in July, up from 2.9% the previous month, according to the Department of Labor . 

But as with the veterans benefits, referring to this veterans unemployment rate as something Harris has “achieved” overstates her role in the process. USA TODAY found no record of Harris leading initiatives that would justify such a description. 

-Andre Byik  

Kamala Harris claim: Trump plans to create a ‘national anti-abortion coordinator,’ force reporting on miscarriages and abortions

“He plans to create a national anti-abortion coordinator and force states to report on women’s miscarriages and abortions.”  

This claim does not appear to reference any plan or platform endorsed by Trump, but rather aspects of Project 2025 , a political playbook created by the Heritage Foundation and dozens of other conservative groups.  

The project calls for increasing the Centers for Disease Control and Prevention’s surveillance of abortion information by forcing states that don’t currently provide this information to the CDC, such as California, Maryland and New Hampshire, to do so. 

Page 455 of the plan explains this would be done by allowing the Department of Health and Human Services to “use every available tool, including the cutting of funds, to ensure that every state reports exactly how many abortions take place within its borders, at what gestational age of the child for what reason, the mother’s state of residence, and by what method.” It also calls for information about miscarriages to be collected from the states.  

As Harris alludes to, the plan also calls for appointing someone who is “unapologetically pro-life” as the “Senior Coordinator” of the “Office of Women, Children, and Families.”  

While Democrats have insisted Project 2025 is Trump’s plan if elected president, he has attempted to distance himself from it. In a July 5 Truth Social post , Trump wrote that he disagrees with parts of the plan and has “no idea who is behind it.” Notably, Trump embraced many of the Heritage Foundation’s policy proposals during his first administration, and some of his allies were involved in Project 2025, as  USA TODAY  previously reported.    

- Brad Sylvester  

Kamala Harris claim: Trump tried to cut Social Security and Medicare 

"Donald Trump tried to cut Social Security and Medicare."  

This is a slightly softened version of a claim Harris’ campaign has made before , including a tweet from her campaign claiming Trump attempted to do this "every single year." It oversimplifies a series of budget maneuvers.

Trump didn’t attempt to cut general Social Security retirement benefits, but he attempted – and failed – to reduce spending for Social Security Disability Insurance and Supplemental Security Income, according to The Washington Pos t. About 8.5 million people receive such disability benefits, but that’s only a fraction of the number who receive retirement and survivor benefits.

Trump did propose cuts to Medicare in his budgets for the fiscal years 2018, 2019, 2020 and 2021, The Post noted. But an analysis by the Committee for a Responsible Federal Budget found that 85% of his proposed Medicare savings would come from healthcare providers and would lower costs for seniors. 

Trump’s last budget, released in February 2020, had about $500 billion in net Medicare spending reductions over 10 years, but most would come from reduced payments to hospitals and other healthcare providers, Forbes reported, citing the Center on Budget and Policy Priorities .

- Chris Mueller  

Kamala Harris claim: Trump encouraged Russia to invade allies 

“Trump on the other hand threatened to abandon NATO. He encouraged Putin to invade our allies. Said Russia could, quote, ‘Do whatever the hell they want.’” 

This claim popped up earlier in the evening by Sen. Mark Kelly, and by President Joe Biden at his State of the Union . Here’s what we reported when Kelly said it: 

The quote Harris cited here is technically accurate but significantly oversimplified.  

Trump, speaking at a Feb. 10 campaign rally in Conway, South Carolina, suggested he might not come to the aid of NATO members attacked by Russia if they weren’t contributing enough money to the alliance, as  USA TODAY previously reported .  

“One of the presidents of a big country stood up and said, ‘Well sir, if we don’t pay and we’re attacked by Russia, will you protect us?’"  Trump said . “I said, ‘You didn’t pay? You’re delinquent?’ He said, ‘Yes, let’s say that happened.’ No, I would not protect you.”  

Then, Trump added, “In fact I would encourage them to do whatever the hell they want.” 

NATO Secretary General Jens Stoltenberg said at the time that Trump's comments could  endanger lives and undermine the security  of NATO members, including the U.S.  

- Chris Mueller and Andre Byik

Kamala Harris claim: She secured $20 billion for those hurt by foreclosure crisis 

“(I) delivered $20 billion for middle-class families who faced foreclosure.”

This refers to the settlement Harris, as California’s attorney general, negotiated with several large mortgage companies in 2012 to provide relief for struggling homeowners in her state following the foreclosure crisis. 

The nation’s five largest mortgage servicers – Bank of America Corp., Wells Fargo & Co., JPMorgan Chase & Co., Citigroup Inc. and Ally Bank/GMAC Mortgage – were accused of using illicit tactics to wrongfully foreclose on homeowners, the Los Angeles Times reported in 2016 . Harris pulled California out of nationwide mortgage settlement talks in September 2011 when it appeared her state’s share would be roughly $4 billion. 

In announcing the deal in 2012, her office said it totaled $18 billion , of which more than $12 billion was to go toward reducing the principal on loans or offering short sales to roughly 250,000 homeowners who owed more than their homes were worth or were behind (or almost behind) on payments. There is a discrepancy in the specific dollar amount, however. While her office announced it as $18 billion, multiple media outlets through the years used the same $20 billion figure that Harris referenced during her address.

Ultimately, about $4.5 billion of that settlement went to lower debt on primary mortgages, the Wall Street Journal reported . The rest went to reduce debt on second mortgages and to short sales, in which banks agreed to allow homes to be sold for less than the mortgage value and wrote off the difference.

Mark Kelly claim: Trump said Russia could do ‘whatever the hell they want’ 

“(Trump) invited Russia to do – and these are his words, not mine – whatever the hell they want.”  

As P resident Joe Biden did in his State of the Union , Kelly here cites a quote that is technically accurate but significantly oversimplified. 

Trump, speaking at a Feb. 10 campaign rally in Conway, South Carolina, suggested he might not come to the aid of NATO members attacked by Russia if they weren’t contributing enough money to the alliance, as USA TODAY previously reported . 

“One of the presidents of a big country stood up and said, ‘Well sir, if we don’t pay and we’re attacked by Russia, will you protect us?’" Trump said . “I said, ‘You didn’t pay? You’re delinquent?’ He said, ‘Yes, let’s say that happened.’ No, I would not protect you.” 

NATO Secretary General Jens Stoltenberg said at the time that Trump's comments could endanger lives and undermine the security of NATO members, including the U.S. 

Al Sharpton claim: Trump paid for newspaper ads urging death penalty for five teens

“(Trump) spent a small fortune on full-page ads calling for the execution of five innocent young teenagers.”  

Sharpton is referring to the Central Park Five , a group of Black and Latino teenagers wrongly convicted of assaulting a white female jogger in Central Park in 1989. 

Less than two weeks after the attack, Trump took out $85,000 worth of full-page ads in The New York Times, The Daily News, The New York Post and New York Newsday. The ads proclaimed in all caps, “Bring back the death penalty and bring back our police," going on to condemn a "dangerously permissive atmosphere which allows criminals of every age to beat and rape a helpless woman and then laugh at her family's anguish."

The ads did not, however, explicitly advocate for the Central Park Five to be executed . 

In 2002, the group was exonerated after a convicted murder Matias Reyes confessed to assaulting the jogger, which was confirmed by DNA evidence.

Trump did not apologize for the ads when he was asked in 2019 whether he would apologize to the men. 

Marcia Fudge claim: Trump was sued over housing for Black people 

“He started his career being sued for denying housing to Black families”  

This lawsuit is real, though the quick mention leaves out how the case was resolved.

This claim from the former secretary of housing and urban development refers to a lawsuit filed more than half a century ago. Former Democratic presidential candidate Hillary Clinton made the same claim during a debate with Trump in 2016.

Trump was in his late 20s in 1973 when the Justice Department sued him , his father Fred and their management company over allegations of racial discrimination at their housing developments in New York. According to testers for New York City’s human rights division, a Black woman who attempted to rent an apartment at a Brooklyn complex managed by Trump’s firm was told nothing was available, but a white woman was offered a choice of two apartments shortly after. 

The case was settled in 1975 after Trump countersued the Justice Department for $100 million for making false statements. That allegation was dismissed.

As noted by NPR , Trump responded in the 2016 debate by emphasizing there was no admission of guilt in the case. Indeed, NPR reports, the Trumps took a settlement offer that included no admission of guilt but required the Trumps to place newspaper ads saying their properties welcomed Black applicants.

"Yes, when I was very young, I went into my father's company — had a real estate company in Brooklyn and Queens," Trump said. "And we, along with  many, many  other companies throughout the country — it was a federal lawsuit — were sued. We settled the suit with zero, with no admission of guilt."

How we pick and research fact checks

Ever wonder how fact-checkers do their work? We've got you covered.

Check out our process explainer to see how we pick claims, research them and edit them.

And if you've ever wondered who fact-checks the fact-checkers , you might want to read this op-ed explaining our emphasis on transparency. Becaus the answer is you! We use the format and approach precisely so that everyone has the ability to check our work.

-Eric Litke

DNC background: After brief post-shooting cooldown, rhetoric heats back up 

The days following an  assassination attempt  that left Republican nominee Donald Trump with an injured ear were marked by widespread calls for unity and toned-down rhetoric. 

Fewer than six weeks after the shooting, the temperature has gone right back up. 

When Vice President Kamala Harris formally accepts the Democratic presidential nomination Thursday night, she also will have the opportunity to respond to Trump's vow that he’s “ not going to be nice ” while peppering Harris with a series of attacks. 

It marks a return to the tone that appeared to shift – albeit only temporarily – in the wake of the July 13 shooting in Pennsylvania that  left one dead  and  two others seriously injured. Trump said he rewrote his closing remarks  at the Republican National Convention in July to “bring the whole country, even the whole world, together,” he told the Washington Examiner. 

The FBI identified the gunman as  20-year-old Thomas Matthew Crooks of Bethel Park, Pennsylvania , and said  Secret Service agents killed him at the scene . But officials have been unable to determine his motive, one of the key unanswered questions sparking a significant amount of misinformation. 

USA TODAY has debunked an array of false claims stemming from the assassination attempt. 

• Fact check roundup:  False claims about rally attack spread online  
• Claim:  Image shows Trump's suit jacket was pierced with a bullet during Pennsylvania rally shooting  (False) 
• Claim:  Thomas Matthew Crooks is not the suspected Trump rally shooter  (False) 
• Claim:  Image shows Trump rally shooter Thomas Matthew Crooks  (False) 
• Claim:  Alejandro Mayorkas denied requests for additional security at Trump rally  (False) 
• Claim: Butler, Pennsylvania, police identified Trump shooter as Mark Violets, arrested him at scene (False)  
• Claim: Video shows Trump assassination attempt was 'staged,' there were 'no bullets flying’ (False)  

DNC background: Democrats link Trump to Jan. 6 Capitol riot 

The Jan. 6, 2021, riot at the U.S. Capitol, and former President Donald Trump’s alleged role in the attack, has become a focal point at this week’s Democratic National Convention . 

Aquilino Gonell, a former U.S. Capitol police officer, said in a convention speech that rioters beat him with a pole attached to an American flag, and he blamed Trump for summoning protesters to the Capitol. 

Trump is accused in a  federal indictment  of directing his supporters to march on the Capitol in an  effort to pressure former Vice President Mike Pence  to reject the certification of Joe Biden’s election victory. 

More than  1,200 defendants have been charged  in the attack on the Capitol. Trump’s case was overseen by Justice Department  special counsel Jack Smith . Trump has  pleaded not guilty . 

USA TODAY has debunked numerous claims about the Jan. 6 attack on the Capitol: 

• Fact check roundup:   What's real and not three years after the Jan. 6 Capitol riot  
• Claim:   Video shows comedian, not liberal Jan. 6 rioter, posing as Trump supporter  
• Claim: No evidence January 6 committee destroyed records, contrary to online claims  
• Claim: Image shows man later convicted for role in Jan. 6 riot, not federal agent  
• Claim: Video shows a pro-Trump mob with floor plans inside Capitol building on Jan. 6  

– Andre Byik  

DNC background: Harris’ childhood, ethnicity spawn misinformation 

Not long after the Democrats picked Vice President Kamala Harris to replace President Joe Biden at the top of their ticket, several false or misleading claims about her resurfaced. 

Many of those originated four years earlier when Harris was picked as Biden’s running mate in 2020. Some question whether Harris – the daughter of an Indian mother and a Jamaican father – is eligible for the presidency . Others claim she was raised in Canada , is not African-American and as a prosecutor held Black inmates past their release dates.

USA TODAY has debunked several false claims that center on Harris’ background: 

• Fact check roundup: Biden exit, Harris entry spur flurry of false claims  
• Claim: Kamala Harris was raised in Canada, is not African-American and held Black prisoners past release dates (Partly false) 
• Claim: Kamala Harris is ineligible to succeed Biden because of her parents' citizenship (False) 

DNC background: Democrats, GOP spar over election security claims 

As the 2024 election draws closer, Democrats and Republicans continue to spar over concerns about the security and integrity of the voting process. 

A bill passed in July by House Republicans and some Democrats would require proof of citizenship to vote in federal elections – even though data shows the problem of non-citizens voting is virtually nonexistent . 

The measure advanced amid repeated, baseless claims from former President Donald Trump – the Republican presidential nominee – that the 2020 election was rigged against him . He  referenced the claim  in a video shown during his party’s convention in July. However, state-level recounts, reviews and audits of the 2022 midterm elections  found no indication of systemic problems  with voter fraud.  

Trump’s campaign and the Republican National Committee led by his daughter-in-law have said  they will mobilize 100,000 people in battleground states  to ensure “transparency and fairness” in a move that has drawn criticism from opponents saying it has the potential  to lead to voter intimidation . 

USA TODAY has debunked numerous false claims about the integrity of the elections: 

• Fact check roundup:  False claims about election fraud, candidates swirl amid 2022 midterms  
• Claim: Wisconsin offers a free ID card that 'lets illegals vote ’ (False) 
• Claim: Biden can’t withdraw from Nevada, Wisconsin ballots (False) 
• Claim: Minnesota ballot envelopes are marked with voters' political party (False) 
• Claim:   105% of Michigan’s population is registered to vote  (False) 
• Claim:   A software company's contract allows officials to override election results  (False) 
• Claim:   Malware, remote access caused printer problems; 200,000 'ejected' ballots in Arizona  (False) 
• Claim:   A chart shows election fraud in the Michigan AG’s race  (False) 
• Claim:   Blackout in live stream in Nevada points to election theft  (False) 
• Claim:   Fraud due to Texas voting machine adding voters as polls close  (False) 
• Claim:   Photo showing ballots from 2022 midterms in the trash is evidence of fraud  (False) 
• Claim:   Democrats used 47 million mail-in ballots to steal every election  (False) 
• Claim:   Joe Biden did not legally win the presidential election  (False) 

DNC background: Project 2025 and that giant book

Vice President Kamala Harris has warned voters about what she describes as the dangers of Project 2025 in the weeks since she became the presumptive Democratic presidential nominee.  

The project is an  effort by the Heritage Foundation  and other conservative organizations that resulted in a 900-page playbook for the next Republican president. A full implementation of the guidance in the document would effectively  overhaul the federal government .  

A slew of Trump’s  allies are involved  in the project, though Trump has maintained that he is not. 

He’s described its proposals as “extreme” and “ absolutely ridiculous ,” though he has not specified what he disagrees with. 

Numerous Democratic leaders, including Rep. Jim Clyburn of South Carolina and Rep. Malcolm Kenyatta of Pennsylvania , attacked Project 2025 and attempted to connect it to Trump in their convention speeches. Some speakers, such as comedian Kenan Thompson, used an oversized physical copy of the playbook in condemning it on stage.  

USA TODAY has debunked several claims about Project 2025: 

• Claim: Page 451 of Project 2025 says the “only valid family” includes a working father, stay-at-home mother (False)  
• Claim: Project 2025 is a plan from Trump (False) 
• Claim: Project 2025 calls for women to carry “period passports” (False) 

-BrieAnna Frank 

DNC background: Harris wasn’t ‘border czar,’ but debate continues over immigration policy 

In 2021, President Joe Biden announced Harris would lead the administration's diplomatic efforts with Mexico and the Central American countries of Honduras, Guatemala and El Salvador to slow migration to the U.S. southern border. At the time, Harris said the administration “must address the root causes that cause people to make the trek, as the president described, to come here.” 

But Harris was never put in charge of the southern border or made "border czar," contrary to some posts on social media . Immigration has been a top issue for voters as encounters with migrants at the southern border have increased under Biden .  

Trump, meanwhile, has promised the largest deportation effort in U.S. history if he is elected again. He also said he would reinstate strict immigration policies from his first term, limit asylum access at the U.S. southern border and eliminate automatic citizenship for people born in the U.S. to immigrant parents. 

In February, Republican lawmakers blocked an immigration bill that would have revamped the country’s immigration and border policies. Biden blamed the bill's failure on opposition from Trump. Since then, Biden has issued executive orders to implement new restrictions on asylum access and speed up the process to get a green card for certain spouses and children of U.S. citizens. 

• Claim: Kamala Harris was 'put in charge of the border' (False) 
• Claim: 51 million 'illegals' entered US under Biden, Harris (False) 
• Claim: Biden executive order granted citizenship to 1 million immigrants in the U.S. illegally (False) 
• Claim: Nearly 11,000 “illegals” were processed in Eagle Pass, Texas, in one day in mid-March 2024 (False) 
• Claim: The Texas National Guard has deployed tanks to the border with Mexico (False) 

- Chris Mueller