Links to the Victorian Curriculum – English
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (Content description VCELA179)
Understand how to spell one and two syllable words with common letter patterns (Content description VCELA182)
Recognise and know how to use simple grammatical morphemes in word families (Content description VCELA191)
Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components (Content description VCELA184)
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 (Content description VCELY194)
Links to the Victorian Curriculum – English as an Additional Language (EAL)
Pathway A
Writing
Level A1:
- Contribute ideas, words or sentences to a class or group shared story
(VCEALA062)
- Show evidence of layout or planning in writing
(VCEALL070)
- Spell with accuracy some consonant–vowel–consonant words and common words learnt in the classroom
(VCEALL080)
- Write some high-frequency words related to personal experience and school context
(VCEALL076)
- Write a simple text that fulfils a function
(VCEALC057)
Level A2:
- Contribute to shared writing activities
(VCEALA142)
- Make a simple plan before writing
(VCEALL150)
- Spell with accuracy familiar words and words with common letter patterns
(VCEALL159)
- Use high-frequency words encountered in classroom activities
(VCEALL155)
- Write a small range of everyday texts and personal texts
(VCEALC138)
Theory/practice connections
Deconstructing texts allows students to see authors and illustrators' strategies and techniques. Teacher modelling makes explicit the choices that authors and illustrators make when creating texts. By deconstructing and modelling, the teacher is able to highlight the success criteria making clear to students the expectations for their own text construction.
Learning intentions
We are learning to plan and compose a recount.
Success criteria
I can follow a recount structure.
I can use past tense verbs.
I can use adjectives to describe feelings.
I can create a plan for my recount.
Group size
Whole class and small groups/partners
Lesson sequence
-
Modelling the text (or deconstruction) – recount writing My friend and I. Reinforce with students that the purpose of a recount is to retell an experience or event. Clearly state the learning intention. We are learning to recount using pictures and words. Today we will focus on the words. Provide students with an outline of a simple recount, as a scaffold for their planning. The teacher will model the process of creating a written and pictorial recount.
Model the planning of the words. Focus on past tense processes and on adjectives to describe feelings. It can be highlighted that many of the past tense words end with the morpheme ed. The letter/sound patterns can be highlighted as the teacher models how to stretch the sounds in words and reinforce the spelling of known common words.
| Recount | Words | Visuals |
|---|
| Introduction | Rory and I are friends | |
| Events in sequence |
Played football
Won game
Cheered
Hugged | |
| Conclusion | Excited and tired (feeling words) | |
Joint construction Students work in partners or in small groups to discuss the words that could be included in their recount.
Assessment Use of past tense verbs and adjectives to describe feelings.
Students complete a cloze activity to insert past tense verbs.
Students match feelings to pictures.