Recounts Year 1

Recounts Year 1

$4.99
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Recounts Year 1
  • Recounts Year 1
  • Recounts Year 1
Recounts Year 1

Recounts Year 1

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E1LA03 explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
AC9E1LY06 create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
Australian Curriculum v8.4
ACELA1447 Understand that the purposes texts serve shape their structure in predictable ways
ACELY1661 Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
ACELY1662 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation
ACELY1664 Construct texts that incorporate supporting images using software including word processing programs
Victorian Curriculum 2.0
VC2E1LA03 explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
VC2E1LY13 create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion
VC2E1LY14 re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation
New South Wales
EN1-OLC-01 EN1-UARL-01 EN1-VOCAB-01 EN1-SPELL-01 EN1-PHOKW-01 EN1-CWT-01 EN1-HANDW-01
Western Australia
WA1ELAT1 Explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
WA1ELYC1 Create, re-read and co-edit short written and/or multimodal texts to report on a topic, express an opinion, or recount a real or imagined event or experience, and use imagination to tell, retell or adapt a story, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one‑ and two‑syllable words
WA1ELYC4 Explore features of familiar digital tools to create or add to texts
New Zealand
NZ-Y2-ENG-R-C-TFG-1 NZ-Y2-ENG-R-C-TSSF-1 NZ-Y1-ENG-R-C-TFG-1 NZ-Y1-ENG-R-C-TSSF-1 NZ-Y2-ENG-W-WP-R-1 NZ-Y2-ENG-W-WP-R-2 NZ-Y2-ENG-W-WP-E-1 NZ-Y2-ENG-W-C-WTI-1 NZ-Y2-ENG-W-C-WTP-1 NZ-Y2-ENG-W-C-WTE-1 NZ-Y2-ENG-W-C-SSP-3
United Kingdom
UK-KS1-Y2-ENG-R-C Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read, and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
UK-KS1-Y2-ENG-W-C Pupils should be taught to: develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly) read aloud what they have written with appropriate intonation to make the meaning clear
UK-KS1-Y2-ENG-W-V Pupils should be taught to: develop their understanding of the concepts set out in English appendix 2 by: learning how to use both familiar and new punctuation correctly - see English appendix 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) learn how to use: sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently, including the progressive form subordination (using when, if, that, or because) and co-ordination (using or, and, or but) the grammar for year 2 in English appendix 2 some features of written Standard English use and understand the grammatical terminology in English appendix 2 in discussing their writing
UK-KS1-Y2-ENG-W-T-H Pupils should be taught to: form lower-case letters of the correct size relative to one another start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters use spacing between words that reflects the size of the letters
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.1.2 CCSS.ELA-LITERACY.RI.1.5 CCSS.ELA-LITERACY.RI.1.7 CCSS.ELA-LITERACY.RL.1.2 CCSS.ELA-LITERACY.RL.1.5 CCSS.ELA-LITERACY.RL.1.7 CCSS.ELA-LITERACY.L.1.1.g CCSS.ELA-LITERACY.RI.1.8 CCSS.ELA-LITERACY.W.1.2 CCSS.ELA-LITERACY.W.1.6 CCSS.ELA-LITERACY.W.1.7 CCSS.ELA-LITERACY.W.1.8 CCSS.ELA-LITERACY.L.1.2.d CCSS.ELA-LITERACY.W.1.1 CCSS.ELA-LITERACY.W.1.3 CCSS.ELA-LITERACY.W.1.5
Texas (TEKS)
TEKS-ELAR-G1-9D TEKS-ELAR-G1-9A TEKS-ELAR-G1-10B TEKS-ELAR-G1-12B TEKS-ELAR-G1-11D TEKS-ELAR-G1-11C TEKS-ELAR-G1-7B TEKS-ELAR-G1-7E TEKS-ELAR-G1-12 TEKS-ELAR-G1-13 TEKS-ELAR-G1-13A TEKS-ELAR-G1-13B TEKS-ELAR-G1-13C
Ontario
CAN-G1-LANG-C1.2 CAN-G1-LANG-C1.3 CAN-G1-LANG-B2.7 CAN-G1-LANG-B2.8 CAN-G1-LANG-D2.1 CAN-G1-LANG-D2.5 CAN-G1-LANG-D3.1 CAN-G1-LANG-D3.2 CAN-G1-LANG-D3.3 CAN-G1-LANG-D1.3 CAN-G1-LANG-D1.5

Modifications

Something Easier

Explore a related unit from the year below.

Foundation Recount Writing Unit | Worksheets, Games & Assessment

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Something Harder

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Recount Writing Unit – Year 2

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Support Year 1 students as they learn to plan and write simple recounts with this ready-to-use English unit.

Students explore recounts as texts about events that have already happened. They use the 5 Ws to plan ideas, organise events in sequence, use time words, write an orientation, add details and finish with a feeling or final comment.

What’s Included

  • 29-page unit plan PDF
  • 17-slide Recounts teaching presentation
  • 23-slide Writing Recounts quiz
  • Nine worksheet sets covering writing a recount, the 5 Ws, memory maps, topic ideas, planners, recount structure, weekend snapshots and holiday recount templates
  • Roll & Share Recounts game and additional recount game materials
  • Classroom displays and word-wall prompts for recount structure and the 5 Ws
  • Recount writing assessment
  • Answer key

Learning Focus

  • Understand the purpose and structure of a recount
  • Use who, when, where, what, why and feelings to plan ideas
  • Write an orientation
  • Order past events with time words such as first, next, then and finally
  • Add details and finish with a feeling or final comment
  • Plan, write and check simple recounts

Classroom Use

Suitable for Year 1 whole-class writing lessons, literacy rotations, small groups, modelled writing, independent writing, revision, homework and assessment.

Answer information: Answers are included.

Format: Digital download supplied in PDF and Microsoft PowerPoint formats. The complete resource contains 69 pages/slides across the included files. No physical item will be shipped.

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