Last week we wrote recounts to share our holiday
adventures. You have probably received our ‘first drafts’. This
means that apart from spelling (some), they have not been added to or improved yet.
It would be great if you could
work with your child to help them work towards meeting the criteria below. We
look at this criteria at school and discussions at home will help reinforce
their learning and understanding
Below is a checklist for what a recount should
include.
Structure
Met
The title
grabs the reader’s attention (it usually summarises the text).
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There are
specific participants (mum, the crab).
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A setting
or orientation gives background information answering who? when? where? why?
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Events are
identified and described in chronological order.
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The
details of time, place and incident are clearly stated. (At 11.15 pm, between
Reid Rd and Havelock St a man drove at 140 kms toward the shopping centre).
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Personal
thoughts/reactions are included.
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Paragraphing
is used.
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Concluding
comments may express a personal opinion regarding the events described
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The ending
may describe the outcome of the activity (in e.g. a science activity).
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Language
Recounts are written in the past tense (she yelled, it nipped, she
walked).
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Words which link events in time (next, later, when, then, after,
before, first, at the same time, as soon as she left, late on Friday) are
used.
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Events are described using:
* verbs (action words),
* adverbs (which describe or
add more detail to verbs).
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Details are chosen to add interest or humour.
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Personal pronouns (I, we) are
used.
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Figurative language (alliteration, onomatopoeia, simile, metaphor,
personification) may be used.
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Sentences create tension/excitement.
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Descriptive details provide information (He was a skinny boy with a
blue shirt, red sneakers and long tied back hair).
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