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					                                                                                      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.