recount writing - abc teaching resources · recount learning goals i am learning to edit and proof...

RECOUNT

WRITING Fluent Writer

Text Structure

Graphic Organiser

Learning Goals

Self Reflectiion

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RECOUNT tells what has happened. These past events are written in order. A recount begins with the setting, then describes the sequence of events, and may end with a personal comment. Literary (personal) recounts retell an event the writer has been involved in, whereas a factual recount usually records particulars about a specific event.


Purpose

Audience

Sequence of Events

1. __________________ 2. __________________ 3. __________________ 4. __________________

Memorable Experience/ Title

Comment

Recount Plan


Date Name

RECOUNT Learning Goals I am learning to write a recount to tell the reader about something that has happened. I will… …begin my recount with an orientation giving details about who, when, where? I will have a powerful first sentence to gain the reader’s interest.

…sequence the memorable events in order.

…add detail and personal comment about the events to create interest and ‘voice’ to my writing. … give a personal response to events at the end of my recount.


RECOUNT Learning Goals I am learning to use language features in my recount to create impact and detail.

I will… …write interesting sentences by Using a variety of beginnings Connecting ideas together so that my

writing flows using a variety of conjunctions - avoid

the over use of ‘then’ – ‘and’ using time connectors to link events

eg. after lunch, at the same time

…use exciting vocabulary such as personal pronouns ( I, we) nouns and refer to other people by

name eg. Jane, the teacher, the boys action verbs written in past tense

… use figurative language such as alliteration and similes to add interest

and detail onomatopoeia (sound words) to add impact


RECOUNT Learning Goals I am learning to edit and proof read my recount. I will edit my recount by asking… “Does it sound right?” (grammar) “Can I make my writing more

interesting by making changes to improve the story?”

I will proof read my writing by checking and correcting…

The punctuation… Capital letters for important names

and at the beginning of a sentence Full stops at the end of a sentence Commas to separate a list of words Question marks when asking a

question Speech marks if people are directly

speaking

The spelling… Using a variety of resources

eg. word card, dictionary or digital device


Self Reflection

How well did I do?

NOT YET

SOME TIMES

EASILY I gained the reader's interest by starting with a powerful first sentence. My ideas are in a logical sequence so the reader can follow the events as they happen.

I have organized my ideas into paragraphs so that each paragraph is about a different event or topic.

I chose my verbs carefully, sometimes using a thesaurus, so that they described exactly how I moved and felt. (eg. trembled, clung).

I have used some figurative language to help the reader get clear pictures in their mind. eg. alliteration, simile, onomatopoeia


Self Reflection

How well did I do? NOT YET

SOME TIMES

EASILY My writing is in the first person, using the pronouns I or we.

I have written everything in the past tense, as I am recording what has already happened.

I edited my draft writing by deleting, adding, changing and rearranging some words to make it more meaningful for the reader.

I checked my words closely, looking for spelling errors and corrected them.

I read my writing aloud, listening for any punctuation errors and corrected them.

Next time I need to think about….


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recount writing - abc teaching resources · recount learning goals i am learning to edit and proof...

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