Reading: recounts
Module contents
Module focus
Curriculum focus
The generic features of a recount, focusing on the use of temporal connectives.
Using common spelling patterns as a reading strategy.
Learning objectives
By the end of the lesson children will:
· know some connecting words used to indicate the order of events;
· use their knowledge of common spelling patterns as a word-recognition strategy.
Learning outcomes
All children must:
· share their memories of a visit or event using some given connectives to indicate what happened first, next and last;
· suggest some words that share the same spelling pattern, in a list of key words.
Most children should:
· put given connectives into their preferred order and use them as sentence starters to recount orally their own version of a visit or event;
· apply their knowledge of spelling patterns as a word-recognition strategy when reading a shared text, by finding words that share the patterns discussed in the key words list.
Some children could:
· locate a wider range of temporal connectives in a recount, during guided reading;
· identify exceptions to the rule when discussing common spelling patterns, for example by pointing out words that do not follow the same patterns to spell the same phonemes.
References
Strategy Framework References
Word level work:
Phonics, spelling and vocabulary
Pupils should be taught:
Word recognition, graphic knowledge and spelling
5 to recognise words by common spelling patterns.
Text level work:
Comprehension and composition
Pupils should be taught:
Non-Fiction
Reading comprehension
18 to read recounts and begin to recognise generic structure, e.g. ordered sequence of events, use of words like first, next, after, when.
The Framework for teaching literacy can be found at: www.standards.dfes.gov.uk/primary/publications/literacy/nls_framework/.
Use of ICT
Teacher use of ICT
This module will give you the opportunity to use:
· word-processing software to create a shared text and to add digital photographs taken during a class visit or event;
· word-processed texts and images to adapt resources for class and group teaching of reading;
· digital photographs within a recount text to support the teaching of the generic features of the text type, with particular reference to organisation of content and connectives that indicate chronology.
Children's use of ICT
This module will give the children the opportunity to:
· understand how information can be communicated and adapted using ICT.
Requirements
Hardware
· A computer and large display (large monitor, digital projector or interactive whiteboard)
· A printer and copier
· A digital camera (prior to the lesson)
Software
· Word-processing software, such as Microsoft Word
· Software that allows you to import and save digital photographs (prior to the lesson)
· An internet browser, such as Microsoft Internet Explorer, with the Flash plug-in (optional)
Other
· Flip chart or whiteboard for making notes
· A saved file of a prepared recount text including imported digital photographs
· Set of cards similar to the downloadable resource, Chronology cards to match the connectives used in the recount, for each pair working independently
· Multiple copies of a non-fiction book that includes a good example of a simple recount, for the guided reading group
· Group set of blank acetates and highlighter pens for text marking with the above (optional)
Trial or viewer versions of the software you need may be available from the Software downloads page.
Lesson preparation
A key element of this module is a lesson for you to adopt and adapt to meet the needs of your class. It is designed to help you evaluate the impact of using ICT for learning and teaching. Display the learning objectives and key vocabulary for this lesson and discuss them with the children.
During the visit or event
Take the photographs you want to use within the recount text during the lesson. Make sure that you include some visual clues to the chronology of events so that the photographs show clearly what happened and when, e.g. arriving on the coach, having lunch, visiting the gift shop and getting back into the coach.
After the visit or event
Use the template provided in the downloadable resource, Blank grid or create your own, to write a simple recount of the visit. Write or paste text into the text boxes in the template, making sure that you begin most sentences with a word or phrase to indicate the chronology of events. As soon as we arrived… First we… Then we all went… While we were in the gift shop… Last of all we saw the… Bear in mind that if you extend the writing beyond the allocated space in the template provided the image boxes will move further down the page.
Import your chosen photographs and drop them into the image boxes provided in the template. Save the file and check to ensure that the images and text are clear enough for whole-class use with the hardware you are using. If not, you may need to change the font size, colour or image size.
If there is no forthcoming visit where you can take the necessary photographs, consider recording a class event that could be recounted in a similar way: a football match, a harvest festival, a class assembly, a school play, a practical science or geography lesson or a lesson that takes place outside.
Using the text you have already created, copy and paste all the connectives used to indicate chronology into a new file and increase the font size if necessary to about 36pt. Lay out the words and phrases in well-spaced columns so that, when printed and copied, you can cut them up into small cards. Prepare enough cards for children to have one set per pair, apart from the children who will be working with you in the guided reading group.
Decide which common spelling patterns you wish to reinforce and make a note of some key words that children might wish to use to discuss the visit. Make sure that the key words include some examples of the spelling patterns you have selected for the lesson and, if possible, include some of these words in the recount you use as a shared text.
For ICT support, visit the ICT skills guidance tab.
Vocabulary
phoneme, spelling pattern, consonant, sentence, key word, recount, report, poem, list, past, plus your own list of key words from the visit or event, including examples of common spelling patterns already taught
Health & Safety
All standard safety procedures with computers need to be in place. Information can be found at http://schools.becta.org.uk.
ICT skills guidance
The guidance in this section supports the ICT skills described in the Module contents.
Children's prior knowledge and skills
Children should already:
· know that words with the same phonemes are often spelt using the same letter patterns;
· understand what a recount is but need not be able to recognise the generic features of the text type;
· know that different text types have different structures and that they can find information in different parts of a text by reading carefully.
Starter
Remind the class about their recent visit or the event you are using as the context for the recount and ask them to recall what they did and what they saw.
Encourage pupils to consider the order of events and, through your use of questions, introduce useful phrases to indicate chronology.
· What did we do first?
· Was that as soon as we arrived or was it after the ranger gave us our maps?
· What happened while we were eating our lunch?
· What did your group do during the storm?
As you discuss the visit, introduce and collect the key words you selected before the lesson. Make a note of them on the flip chart or whiteboard. For example, after a visit to a bakery you might select the key words: made, make, bake, cake, sale, stale to reinforce your teaching of the split digraph a-e used to spell the long ae phoneme.
Draw children’s attention to the same spelling pattern being used to represent the same phoneme, perhaps by underlining or highlighting the same letters in each word and ask them to help you identify other words in the list that share a familiar spelling pattern.
Some children might point out exceptions where the pattern does not work, e.g. because the same phoneme in rain is spelled ai. Ask them if they can think of other exceptions or any other ways to spell the same phoneme.
Tell the class that when they spot this same spelling pattern in a word that they find tricky as readers, they can use what they have learned today to help them work out what the word is. For example, if they come across the word shape, and can't work out what the word is, it will help if they spot that the a and the e at the end of the word are separated by a consonant. This will give them an important clue that the middle phoneme is a long ae.
Use a few more examples of your chosen spelling patterns to demonstrate the use of this strategy to help with word recognition and tell the class that you would like them to try to use the same kind of reading clues with the text that you are now going to read together.
Main
Using the large display, show the text you have prepared and tell the class that you have already had a go at writing about what they did on their visit. Begin by drawing their attention to the photographs and ask them to check that you have organised events in the right order.
Read the text with the children, stopping when you reach one of the key words already discussed. Ask particular children to help you read the key words by applying their knowledge of the spelling patterns as a word-recognition strategy.
Tell the children that the text you have written is called a recount, because it recounts what happened during their visit. Remind them of any other recounts they have come across in their reading during other subject lessons. Explain that a recount is organised in a very special way and that it is different from some of the other texts they have read. Ask them to look at the text again and to tell you how this recount is different from each of a list, a poem and a story.
As children describe the features of other texts they are familiar with, use their comments to contrast these with the features of a recount (listed below) so that you can note the generic features on the flip chart or whiteboard.
· Organised in the order that things happened
· First part sets the scene
· Last part is a closing statement
· Written in the past tense
· It's about me/us
Re-read the complete text aloud, emphasising the words and phrases used to indicate the passing of time and the order of events. Ask the children to see if they can spot any words that help them, as readers, to know what order things happened in.
Work through the text, collecting the appropriate words and phrases and recording them on the flip chart or whiteboard. Tell children that time markers or chronology words like these are very often found in recounts and that, when they write their own recounts, they will probably need to use the same kind of words and phrases to help their reader work out what happened and when. Close the file and switch off the display.
Ask the children to work independently in pairs. Give each pair a set of chronology cards (e.g. first, next, then, after lunch, before we left) that match the temporal connectives used in the shared text, similar to those in the downloadable resource, Chronology cards. Ask the children to put the cards in the right order to recount what they did and what happened during their visit.
Once they have put the cards in order, they should use them to tell their partner their own recount of the visit, starting each sentence with one of the cards. The second child should take their turn and, if they still have time, they should see if they can still tell a sensible recount if the cards are put into reverse order. This should be fun!
Guided reading
Give out multiple copies of a recount in a non-fiction book with the appropriate reading level for the group. Guide the children in reading the text, making sure that your interventions move their learning forward in their use of common spelling strategies for word recognition. Ask them to look out for words and phrases used to mark the passing of time and ordering of events.
Find out if the children can identify the introductory sentence(s) used to set the scene and the closing remarks that wind up the recount. If time allows, ask them to identify any words that show that this was happening in the past (e.g. yesterday, last week, arrived, enjoyed).
You could give more focus to the reading activity by providing blank acetate sheets fitting the page dimensions and highlighter pens so that the children can use text-marking to highlight the features they find.
Plenary
Cover your notes on the flip chart and invite the class to list what they have learned during the lesson about the main features of a recount. Reveal your original list and check that they have remembered them all.
Display the shared text again and quickly remind children of the chronology words' used in the recount by highlighting them with highlighter facility on the word processor. Ask them to think of any others that might be useful when writing a recount and list their suggestions on the flip chart or whiteboard. Retain the list for use in a later lesson where it can be used for reference when children are writing their own recounts.
Assessment
When assessing for learning consider the following points.
1. Sharing learning objectives for the sequence of lessons.
• Display statements, models and images to highlight key learning points.
• Plan questions and prompts to probe, stimulate and support children’s thinking.
2. Setting and getting curricular targets.
• Display key literacy, mathematics and learning to learn targets in the language children understand.
• Plan how the teaching will support children’s progress towards reaching the targets.
3. Providing positive feedback and further challenge.
• Analyse and display children’s work, exemplifying particular points and identifying next steps that challenge and inform.
• Foster positive attitudes and behaviours.
You can find information on assessment for learning at: www.standards.dfes.gov.uk/primary/publications/learning_and_teaching/1041163/.
Module-specific assessment
You could use the shared reading session to identify which children are still having difficulty with aspects of phonics that you have already taught. If an additional adult is available, provide him or her with a checklist showing the children’s names down one side and the spelling patterns you have selected across the top. Ask the adult to make a quick note of children who experience difficulty or confusion with particular phonemes or letter combinations in initial, medial and final positions.
Adaptation
The use of a word-processed text as a key resource increases the potential to adapt resources to meet individual or group needs more closely.
The original recount can be edited and printed to leave only the connectives you wish children to use during an independent task. Different versions, with different words included, can be printed for particular children or groups. For the independent activity, you could also create cards showing the key words used in the original text, as reminders for some children during their oral recount of the visit.
Your own text could be edited to separate the sentences by adding line returns. Children could be asked to re-order the sentences focusing on the connectives as clues. You could edit the original text to reduce the reading level for some groups if you want them to work with a complete recount for independent reading. Do this by reducing sentence length or complexity of clause structure and by removing or replacing unfamiliar vocabulary or uncommon, irregular words.
The inclusion of digital photographs or other available images also allows you to create specifically adapted resources for particular children or groups. Pictures can be used as substitutes for words in texts for reading or to support writing, as with writing frames. You can include pictures alongside words, where appropriate, to support children in word recognition.
Photographs taken in and around the classroom can be used to increase the level of personalisation in resources for individual work. This can increase the level of motivation for very reluctant readers and writers as well as providing support. For example, a photograph of a favourite toy can be embedded in a writing frame or added to a story draft where the toy appears as a main character; photographs of children dressed as the characters in a story can be added to their writing; photographs of a sequence of events can be placed onto a template to provide cues for the children about order of events when they are writing a recount or a set of instructions.
Progression
The common spelling patterns you choose for the first part of the lesson should build on children’s prior knowledge of phoneme-grapheme correspondence, and will depend on what you have taught during recent weeks. Select spelling patterns so that you can develop all children’s skill and confidence in blending phonemes for reading and so that you can check, during the shared reading session, which children are able to apply spelling strategies when reading complete texts. Follow-on lessons could provide opportunities to demonstrate the same word-recognition strategy with a wider range of spelling patterns.
You could provide a wider range of examples of recounts so that children understand that the generic features of recounts are usually the same, even when their content is different. Once children know the main features to expect, they could be taught how to write a recount of their own, first through teacher demonstration of the writing process and then through guided and independent writing.
Extension activities
Grouping words
During the introductory activity, there is an opportunity to use a range of other ICT applications to draw children’s attention to the selected key words and to manipulate the words in ways that can benefit visual learners. Using an electronic whiteboard, you could load a saved file of key words from the children’s recent visit. Change the font colour of words to make them show up clearly as you discuss their meaning and spelling. Use the drag and drop facility to move words around on screen and group them according to similar spelling patterns. Use the highlight facility to mark the same, common spelling patterns within words.
For ICT support, visit the Additional ICT skills guidance page.
Missing words
Use the template provided in the downloadable resource Blank grid to create your own text and import the appropriate images (either photographs or other available digital pictures) to allow you to provide another example of a recount based on children’s recent learning in another curriculum area. Use this in the next lesson, with the temporal connectives missing. Ask the class to help you complete the text by adding the missing words as you begin demonstrating the process of writing a recount.
For ICT support, visit the Additional ICT skills guidance page.
Trial or viewer versions of the software you need may be available from the Software downloads page.
Further ideas
The Primary National Strategy website at www.standards.dfes.gov.uk/primary/literacy provides downloadable resources to inform your teaching of reading.
· Target statements for reading
· Teaching writing: support material for text level objectives - Flier 5 recount: It happened like this…
· ICT in the Literacy Hour: whole-class teaching
· ICT in the Literacy Hour: independent work and guided reading
· Developing Early Writing Unit 9 pp. 74 – 77: The Day the Fire Engine came to School - writing a factual recount using a series of sentences linked by temporal connectives. This unit offers suggestions for activities including talk for writing, shared writing and independent work
· Learning and teaching using ICT Year 1 - storytelling. This example focuses on a different text type (narrative) but has links with this module in that the activities require children to put digital photographs in chronological order and sequence the events in a familiar fairy tale for a retelling
as well as other relevant publications from QCA and OFSTED.
The Framework for teaching literacy can be found at: www.standards.dfes.gov.uk/primary/publications/literacy/nls_framework/.
Additional ICT skills guidance
The guidance in this section supports the ICT skills described in the Extension activities.
Evaluation
Lesson reflection
These prompts are designed to help you reflect on how the use of ICT affected your teaching and children’s learning.
Prompts for reflection:
1. How did the use of ICT:
• help children to make better progress towards achieving the learning objectives?
• affect the pace of learning?
• affect children’s motivation, interest and time spent on task?
• affect your ability to differentiate your teaching and personalise children’s learning?
2. What knowledge or skills have you gained and extended in teaching this lesson?
3. What adaptations would you make to the lesson and its resources to suit the needs of your class?
You may wish to create a record of your evaluation and save it as evidence of your professional development. If so, you can download a Microsoft Word template containing these prompts and spaces for your responses.
Materials evaluation
These prompts are designed to help you consider why, how and when you would incorporate these lesson activities and resources into your curriculum and teaching plans.
Prompts for evaluation:
1. What are the benefits of using these teaching & learning approaches and resources to achieve the subject objectives?
2. How do the suggested activities fit with your existing curriculum and teaching plans?
3. What adaptations would be required to the activities or resources to suit the needs of your class?
4. Are there any requirements for ICT equipment, other resources, space, etc. that might limit how and where the lesson is taught?
You may wish to make a note of your thinking for your own records and to share with your colleagues. If so, you can download a template containing these prompts and spaces for your notes.
Download module
Download module
You can download a module pack containing the lesson plan, resources, supplementary information and extension activities using the link below. The pack is in a zipped file to minimise file size, but unless you have a broadband connection, the download may be slow.
To extract the files within the module pack you will need either Winzip or Microsoft Windows Extraction Wizard. This software is freely available and can be downloaded from the Software downloads page.
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