GENRE: Recount ”Recount or reflect on personal or imagined experiences” -personal recount, retell of familiar experiences, journal writing, simple instructions- Writing and Shaping: Level 1 Cultural Operational Critical When writing and shaping, students: When writing and shaping, students: When writing and shaping, construct texts for a small range replicate some stages of generic structure of a small range of modelled or familiar texts students: of familiar cultural purposes - construct familiar texts including personal recounts or reflections identify the ways they have - familiar cultural purposes may - organise, plan and draft texts, replicating key elements of the stages of the generic structure appropriate to the text type, represented people, places, include: e.g. events and things through o recount or reflect on personal or o personal recounts (different forms of recount may require some changes to the basic generic structure) include: choice of: imagined experiences orientation to the topic (usually one or two sentences) - images o develop and maintain series of events related to the topic - simple fonts relationships with familiar possible coda or personal reflection - typical facial expressions groups often contains a significant drawing, picture or graphic and body movements - constructing texts may involve - organise ideas using knowledge of the structure of texts, e.g. - discuss choice of pictures, several stages, including: o offer ideas related to the structure of text being planned graphics, paper, fonts, print o selecting topic information from o participate in preparing group overviews for writing sizes and/or colours and selected familiar classroom o sequence simple ideas when planning for writing explain whether they: resources - when editing simple written texts, follow a class editing procedure, routine or chart that would include o suit the text type being o preparing a topic by collecting o re-reading own writing, checking that whole text makes sense, checking to see if the text says what you want people used data for writing from real to know, checking that each sentence makes sense o add to the meanings of situations, e.g. a short sequence use simple sentences and questions subject matter in texts of observations or drawings of - construct simple sentences as statements e.g. Last night I went for a swim. I swam four lengths of the pool. I was tired o suit the way the author tadpoles growing as part of a when I got home; punctuate simple sentences and questions using capital letters to start sentences and full stops wanted to represent the classroom activity or question marks to signal the end of a chunk of meaning (may not always be accurate at this stage) subject matter of the text, o drafting a text based on a class use a small range of topic-related words e.g. I used black and a model, a journal entry wicked face because I - topic-related words may be developed from: personal experience of the topic e.g. going to a farm, experience from maintain a topic wanted the witch to look class activities e.g. growing a plant at school, class focus activities to develop topic vocabulary understandings - in brief modelled texts or topic-related texts and discussions in class, small range of topic-related words for the same participant in a text (rather really evil. innovations of familiar texts, e.g. than the same reference word throughout a text) e.g. three bears, the bears, papa bear, mama bear, baby bear o demonstrate feelings in personal recounts, short factual link ideas using modelled sentence structures texts, e.g. I used the texts including observations and fluffy clouds and such - in draft writing, link ideas using sentence structures including vocabulary choices appropriate for text types: explanations, simple slideshows, shining to show how o personal recounts: photo stories happy she was feeling. mostly simple sentences (statements) - drawing on personal experiences some use of time reference words, e.g. then, next, on Monday, later - discuss meanings from home, school, or other social may include additional words or phrases (attributes or circumstances) conveyed by images used situations when writing and shaping - in draft texts, link ideas and information using modelled sentence patterns with simple time referencing, e.g. - drawing on knowledge of familiar texts, e.g. o stories and personal recount use simple time referencing, e.g. My baby brother was born on Tuesday. Mum brought texts, e.g. recounts o using digital photos that him home last night. He cried, so mum fed him. Then he went to sleep. - construct texts containing at least show the movements o daily diary, journal, or letters use three or more relevant sentences related to home experiences written in past tense, four or five simple topic-related and actions used in a e.g. Last Sunday I went to the river. My sister came too. We went fishing and had a swim. It was fun. ideas within a text factual recount. o observations or comments about classroom experiences, including pictures or diagrams as appropriate to add to o personal recounts and retells of written information, e.g. When we put a rock in the water it sank. When we put a ball in the water it floated. or Today I - select images, facial familiar experiences, e.g. My learned that some things float and some things sink. expressions and fonts to class went to the farm last match the purpose of the link ideas using images and simple fonts in some texts week. We saw lots of animals. words in a print text, e.g. - draw, or create on-screen, appropriate pictures for print texts, e.g. settings or characters in a recount, a picture showing We fed the ducks and the o drawings showing the key idea of a recount, geese. We learnt about farm characters’ feelings in animals on our trip. - draw or select appropriate pictures, photographs or drawings to create visual texts, e.g. a photo story (a picture or group stories of pictures that retell an outing), a visual life cycle diagram construct texts for a small range o appropriate fonts in of familiar supportive audiences o select or create appropriate images for texts: labelled diagrams - write and illustrate personal o draw, or create on-screen, appropriate pictures for print texts, e.g. settings or characters in a recount, a picture - select images and fonts to recounts to share with teachers showing the key idea of a recount, etc. match the purpose of digital and peers, e.g. a class book - experiment with different font selections and signposts to convey meaning or mark the direction of texts: texts, e.g. entitled Our Favourite Family o select handwriting styles e.g. bubble writing, stylised fonts from children’s products or television programs, best writing o using “AutoShapes” to Games or My Best Christmas Ever for publishing own texts create more interesting - record and comment on simple o select paper or screen colour and/or background images to suit text meaning, e.g. a blue paper for a sea recount, layouts observations about class activities o select fonts or border patterns to suit meaning of texts or section of texts, e.g. a fun font selection with balloon border o selecting fonts from for personal use in a learning log print for a birthday recount available choices on or diary - replicate Queensland Beginner’s Alphabet lower case and capitals letters in handwritten texts children’s publishing - prepare one slide as part of a include music, transitions or sound effects in some texts programs class slide show project for - include some transitions, music and sound effects parents to “retell” the experiences o select music, sound effects or transitions from familiar computer software to suit a computer text on a class excursion o record sound effects or music with an adult to accompany a written, visual or multimedia text - after reading or listening to a o select transitions between slides in a simple slide show favourite story, briefly retell in accurately spell frequently used words and spell unknown words using sound/visual (graphophonic) patterns, words and/or pictures a favourite meaning patterns, knowledge of word function and simple endings section of the book to encourage - spell some words accurately in draft writing across a variety of contexts, e.g. friends to read the text o frequently used words use a small range of familiar o personally significant words paper and electronic texts to o some simple topic- and text type–specific words communicate - use knowledge of sounds in words (a major focus but not the only focus at this level) - use and discuss appropriate - use knowledge of sound-symbol relationships and letter patterns, e.g. single consonant sounds, two-letter consonant media to produce texts for sounds particular situations, e.g. - use knowledge about word structures, e.g. o Our recount can be made as a o attempt to use patterns in smaller (base) words to spell longer words picture book to take home. o attempt to use -ing and -ed as verb word endings (tense endings) to spell words o We turned our computer o attempt to use -s and -es as plural endings drawings of our recount into an o hear syllables in words and use this knowledge when attempting to spell unknown words e-book. o identify the link between spelling and word meanings o I sent an email to my dad o discuss changes to words from singular to plural forms, e.g. man to men , child to children because he’s away on a trip. o discuss words that alter when tense is changed, e.g. ride to rode, go to went o A slideshow was good to show - use a range of strategies to learn to spell words our information to all our o look at words to see familiar parts parents. o recognise “tricky” parts to spelling patterns, e.g. how and house o identify familiar parts of words, e.g. base words, familiar spelling patterns o say words and listen to sounds in words o clap the word, identifying syllables o visualise the word in the head o try writing the word using several different spellings to see what it looks like - use a small range of strategies to spell words in writing o use familiar sounds in words o use knowledge of simple base words o experiment with tense and plural endings o use easily accessible references to locate and copy words - follow class procedures for proofreading own texts to check for spelling and punctuation accuracy - use a range of strategies to proofread and correct errors o identify possible spelling errors, e.g. circling or underlining doubtful words o use a variety of references to find unknown words accurately for own writing tasks, e.g. word lists, charts, books recently read, personal dictionaries, picture dictionaries o seek assistance to proofread and correct spelling o discuss spelling errors with peers and familiar adults.