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Stage 1 Writing: Recount


Weeks: 5 10

Foundation Statement Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes. They interact effectively, adopting new speaking skills, in order to give confident oral presentations. They listen to instructions and share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and organisational patterns of common spoken texts and recognise features within them. Students read and view short literary and factual texts, using an increasing variety of skills and strategies including context, grammar, word usage and phonics to make connections between their own experiences and information in texts. Students read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies. They explore and identify ways texts differ according to purpose, audience and subject and understand that people produce texts. Students recognise the basic structure and grammatical features of a limited range of text types. Students write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. They write using basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondence and other strategies. They write using letters of consistent size and slope in NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, language and functions.

Social Purpose Recounts tell what happened. The purpose of a factual recount is to document a series of events and evaluate their significance in some way. The purpose of the literary or story recount is to tell a sequence of events so that it entertains. The story recount has expressions of attitude and feeling, usually made by the narrator about the events.

Structure Recounts are organised to include: an orientation providing information about who, where and when; a record of events, usually recounted in chronological order; personal comments and/or evaluative remarks that are interspersed throughout the record of events; a reorientation that rounds off the sequence of events.

Outcomes WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type.

WS1.11 Uses knowledge of sight words and lettersound correspondences and a variety of strategies to spell familiar words. WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language.

Week 5

Teaching and Learning Experience Learning Intention- To understand the purpose of a recount and distinguish between who, what, where and when parts of a text. -Discuss what recounts are, their purpose and where we would commonly read them. - Pre-assessment After shared reading, have students write a brief recount of what happened in the story. - Discuss the difference between finding the who, what, where and when of a text. - After shared reading, hand out template (1) and have students draw a picture relating to each question. After they complete their drawings have them complete a sentence answering all of the 'wh' questions. - Show students stimulus (2) and expose students to the different options that address the 'wh' questions. Learning Intention- To change present verbs to past tense and use them correctly in a sentence. - Discuss verbs and play verb game (3). - Discuss a word bank of verbs and create a separate word bank of the same verbs in past tense. - Display these word banks around the class for students to use as stimulus when producing independent recounts. Learning Intention- To sequence events in order using time connectives. -Discuss what the word 'sequence' means and play interactive sequencing game. - Discuss the importance of sequencing events in order when producing a recount. - Develop a class list of time connectives that could be used in recounts such as first, next, then, after that, finally etc. Play time connectives game;



- After shared reading, have students communicate the events in the story to one another using time connectives. - Have students order the sentences of a personal recount in order, using the time connectives as a guide (4). Learning Intention- To combine two simple sentences and create a compound sentence. - Display a range of simple sentences on the board (5). - Ask students to think of words that can replace the full stop and merge the two sentences into one. - Explain that these words are called conjunctions and develop of word bank of conjunctions that are often used in compound sentences. - Have students independently create compound sentences relating to a shared text. Learning Intention- To independently construct a recount using a template. - Collectively produce a recount proforma with the class outlining the different parts of a recount and the requirements for each section. -Using a template (6) jointly construct a recount about a shared experience, e.g. the Athletics Carnival. -Hand students templates and have them produce independent recounts about the Athletics Carnival. Post Assessment Have students independently construct a recount about one event from their weekend.





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