RECOUNT WRITING Using the characteristics of recount writing to inform learning intentions

It is important that you are clear on what are the key characteristics of both the deep and surface features of the genre of writing you are teaching

4 DEEP FEATURES Audience Awareness and Purpose Content/Ideas Structure/Organisation Languages resources

3 SURFACE FEATURES Grammar Spelling Punctuation

Where the Years sit at the levels in relation to the Standards Knowing this will help you identify students at risk with their learning.

There are a number of reports that can give you information about the gaps and next learning steps for your class  Console Reports can indicate an area to focus on for both group and individual

Group Learning Pathway 

Tabulated Data Reports in Excel   

What Next Report    

Let’s just imagine …. That your data shows that the majority of your children are struggling to show an ‘awareness of the audience’ in their writing

RECOUNT - Characteristics of Audience Awareness and Purpose Writer shows awareness of audience Writer choose content, language and writing style to engage the audience. Writers tries to inform or entertain the reader Writer uses an appropriate perspective when recounting the event .i.e. reflective for personal recount, informational for factual and imagined for imaginative recounts.

Global Learning Intentions Identifies an intention to learn or develop an understanding of ‘the main idea’. This needs to be written in ‘student speak’ so it is easily understood and accessible for the learner. E.g. I am going to develop an understanding of what makes a recount interesting to read.

As a Teacher you then need to have a clear idea of what the learner needs to do to ‘achieve’ the global learning intention at the level they are working at and break it down into small, achievable steps or actions to learn. Step 1 - Uses a ‘hook’ to capture attention (interesting opening statement) Step 2 - Shares knowledge (detail/description) so the reader knows what is happening and so on. These steps can then be written as learning intentions.

Learning Intentions Learning Intentions are about what the learner is going to learn or develop an understanding of. E.g. I am going to learn about interesting beginning sentences (Learning Intention)

Learning Intentions can focus on Knowledge Skills Understanding.

Learning intentions that focus on knowledge Thinking about the different kinds of knowledge, and being specific about the kind of knowledge that is required in a particular situation. knowledge about a particular topic (know about different types of energy) knowledge of how something is done, of the steps involved in producing something (know how to construct a pie graph) knowledge of why something happens (know why rabbits are an ecological disaster) knowledge of what causes something to happen (know what causes thunderstorms)

Learning intentions that focus on skills Learning intentions that focus on skills always start with the words 'to be able to' followed by a verb. to be able to write a recount to be able to solve a problem using more than one strategy to be able to work as part of a team to be able to identify persuasive strategies used by the author or an argument

Often learning intentions that focus on skills will also imply the acquisition of certain knowledge or understandings. For instance, to be able to write a recount, students must have a knowledge of the structures and features of a recount.

Learning intentions that focus on understanding Understanding builds on knowledge and requires some kind of processing. For instance, a student might be able to list the causes of an historical event - thereby showing knowledge of them - but understanding requires analysis and, perhaps, interpretation.

Understanding, then, is of a higher cognitive order than knowledge and, in designing learning intentions, teachers ensure that students are exposed to learning which makes those higher demands as well as demands of a lesser nature. understand the causes of an historical event understand the effects of diet on health understand how persuasive language can position the reader to agree with the author understand how the internet can be used for research purposes understand what happens when our bodies consume carbohydrates

Learning Intentions form the basis of the Success Criteria. E.g. You will know you have successfully achieved this when ….. You can write an interesting beginning sentence that makes people want to read more. You direct the reader to think about an idea