Set the goal
First, decide what you want students to be able to do by the end of the presentation. For example: “The student names two things they might see on a rainy day.” This goal helps you focus on the part of the topic you have chosen instead of explaining every detail about the weather. The University of Central Arkansas (UCA) guidelines for “PowerPoint Portfolio Project: Teaching a Lesson or Concept” also state that a presentation does not have to cover an entire unit, section, or lesson; weather can be an example topic for first grade. This information is limited to the scope of those guidelines; it is not a required topic recommendation for every class.
Narrow the topic and scope
You can choose a topic such as seasons, classroom objects, parts of plants, or daily weather. Then select a few examples related to your goal. Instead of a broad title such as “What is weather?”, the question “What do we see around us on a rainy day?” may make it easier to decide which visuals and questions to use.
Do not assume there is a fixed slide count or duration for all first-grade presentations. The appropriate length depends on the goal, the class’s needs, and the teacher’s instructions. The requirement of at least 10 slides in the UCA guidelines applies to that specific PowerPoint assignment. The same assignment guidelines also require a title slide, a contents or index slide, and a conclusion slide. Apply these requirements only if you are preparing that assignment; for your own lesson, check the instructions provided by your teacher.
Create a simple slide sequence
Start the presentation with the topic title and show a relevant visual. Ask a short question that can help children recall what they already know. Then present examples related to the goal; where appropriate, connect them to a classroom object. In the closing, revisit the main idea and ask a brief question to see what students understood. This is a suggested sequence that can be adapted; it does not have to fit every topic or class exactly.
You can keep explanations on the slides brief and choose words students know. The University of Houston’s “Presentations” notes recommend limiting content to the essential points, using keywords and bullet points instead of long sentences, and keeping text large. These notes do not specify a font size or mandatory design rule for first grade. Check whether the text is readable from your classroom under your presentation conditions.
Hypothetical example: “What do we see on a rainy day?”
The six-slide sequence below is a hypothetical example created to illustrate a specific goal. Six slides is not a recommended or required number for all presentations. The teacher can adapt the sequence to the goal, class, and assignment.
- Slide 1: The title “Rainy Day” and an image of rain. Ask, “What do you see in the picture?”
- Slide 2: A photo of rain seen through a window. Ask, “Where do you see the rain?” and listen to students’ answers.
- Slide 3: Images of an umbrella, coat, and boots. If appropriate, show one of these items in class.
- Slide 4: An image of a wet sidewalk or puddle. Ask students to point to one detail in the picture.
- Slide 5: Ask students to choose which image relates to a rainy day: an umbrella or sunglasses.
- Slide 6: Finish by saying, “Name one thing we see on a rainy day.” The student can answer aloud or point to the relevant image.
Choose visuals and classroom objects
Choose a visual based on whether it helps explain the idea you are presenting; do not add it just for decoration. A photo, drawing, or object found in the classroom may be useful. It is not essential to have one visual on every slide; arrange the content to suit your class so students can tell what to look at. If you cannot bring the object to class, you can show an image of it or describe it aloud.
After showing a visual, ask a brief question instead of moving straight to the next slide: “What is this object called?”, “Which one is related to a rainy day?”, or “What do you see in the picture?” Allow time for answers; offer two choices if needed. In WPI’s first-grade lesson example, students investigate how light passes through different materials, collaborate, and design a light filter. This is an example specific to that lesson; it does not mean that the same investigation or design activity is required for every topic. Explore WPI’s first-grade lesson examples.
Prepare and rehearse
Before creating the slides, write down the sequence on paper: the goal, examples, visuals or objects, questions, and closing. Then put only the title, brief explanation, and visual needed for that section on each slide. You do not need to use a particular presentation app; you can also prepare the content plan on paper. If you use an app, check its current menus for steps such as adding an image or opening a presentation; no instructions for a specific product or version are provided here.
During rehearsal, note what you will show on each slide and which question you will ask. Allow time for children to look at the visuals, understand the instructions, and answer. Open the presentation in advance on the screen you will use, and check that the text is readable and the visuals are clear. Rather than adding repetition to increase the slide count, review whether each section helps achieve the goal you set.
Frequently asked questions
How many slides should a first-grade presentation have?
There is no single number that applies to every presentation. Prepare as many slides as needed to explain the goal, show relevant examples, and provide a closing. The requirement of at least 10 slides in the UCA guidelines applies to a specific assignment. Follow your teacher’s instructions if they differ.
Should students read the text on the slides?
In this example, the text is brief; students look at the visual and answer the question or point to an object. This is not the only required approach for every class. Adapt it to students’ reading levels and the purpose of the lesson. For older grades, see the guide to preparing a presentation for sixth grade; for preschool, see the article on preparing an age-appropriate presentation for kindergarten.
Final checklist
- The presentation has a clear, focused learning goal.
- The examples relate to the goal and to what students already know.
- The text is brief, and the visuals are clear and easy to distinguish.
- An object or concrete example is used where appropriate.
- The questions are brief, and time is allowed for answers.
- In the closing, students can participate by answering, choosing, or pointing.
- The information and visuals are reviewed before being used in class.
- Any specific format or slide requirements in the assignment instructions are also met.
