Warrington School/Board Of Trustees/Warrington Recount criteria revision

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Recount Criteria


The key characteristics of a recount are:


  • they are a sequenced retelling of experience – real or imagined.(Three common types: Personal recount – reconstruction of personal experience; Factual recounts – recounting of events from informational perspective; Imaginative recounts – recounting events from an imagined perspective
  • Early in a recount the characters, setting, and events to be recounted need to be introduced (who, what, why, where, when, how). Specific people, places, and events are named.
  • Events are related in time order
  • comment, observation or reflection are used to foreground events or details that are significant to the writer.
  • The concluding paragraph is often used to reflect or comment on the events, or predict future events (I had a great time..., I wonder what will happen next year?)
  • they use connective words that show the progress of time (next, then, later....)
  • detailed recounts extensively use descriptive verbs, adverbs, adjectives and figuarative language to catch and maintain reader interest.
  • Dialogue or direct speech is commonly used


Level One:Proficient
Level Two:Proficient
Level Three:Proficient
Level Four:Proficient
From this level it is expected that planning, developing, shaping, editing and recrafting is taking place.
Deep Features
Audience Awareness and Purpose:


* writes mostly for self, assuming shared knowledge by audience
  • attempts to retell past experience


* writing for audience other than self but still assuming shared knowledge of context by that audience
  • retells past experience


* Uses beginning of text to attract attention and provide context for recount
  • shows some awareness of purpose and audience through choice of content, language and writing style.
  • attempts to capture audience's attention with humour, anecdotes, interesting vocabulary and descriptions


* Uses beginning of text to attract attention and provide context for recount
  • shows awareness of purpose and audience through choice of content, language and writing style.
  • Deliberately tries to inform/entertain the audience
  • gives sufficient description of setting, situation, people etc



Content/Ideas:


* Covers one or more domains such as happenings, participants, timeframe, place
  • some attempt to add detail


* Begins with background information using some of elements; happenings, participants, timeframe, place etc
  • attempts to add detail


* Begins with background information using happenings, participants, timeframe, place etc
  • attempts to add detail to comment on important points of interest
  • includes a simple conclusion


* Using essential elements of recount
  • focuses on and develops some specific events or interest area which links to central theme or emotion
  • expresses thoughts and feelings with detailed descriptions, reflections or evaluative comments
  • includes a simple appropriate conclusion


Structure:


* some evidence of time order


* Mostly sequences events in time order
  • links events with connecting words that show passing of time, such as first, then, next, finally etc


* Sequences in time order
  • using more sophiscated connectives such as 'later that evening'
  • attempting paragraphing


* Sequences in time order
  • links events to indicate cause and effect or passage of time, eg such as, as a result, beforehand
  • uses paragraphs,linking mains ideas and supporting details


Language Resources:


* uses some interesting words to show personal voice and key content
  • uses simple past tense


* Attempts to add detail by using verbs, adverbs, adjectives and other devices such as simile, onomatopaiea, alliteration
  • attempts to experiment with vocabularly
  • uses constant past tense


* Adds detail by using a range of figurative language devices
  • experiments with descriptive and figurative vocabulary
  • uses precise verbs to describe actions and events to capture thoughts and feelings
  • includes direct speech appropriately
  • uses a variety fo sentence structures, beginnings and lengths


* Uses figurative language devices selectively to add detail for impact
  • selects some precise verbs for impact
  • uses language appropriate to purpose and audience
  • uses a variety fo sentence structures, beginnings and lengths for effect


Surface Features
Grammar:


* attempts to use basic grammatical conventions – errors may interfere with meaning


* Uses most basic grammatical conventions correctly – errors may interfere with meaning


* Uses most grammatical conventions correctly in simple sentences and some in complex sentences
  • errors no longer interfere with meaning


* Uses most grammatical conventions correctly in simple and complex sentences



Punctuation:


uses capital letters and fullstops * Uses most simple sentence indications – capitals, fullstops, question marks, exclamations marks
  • attempting to use other punctuation such as capitals for proper nouns, commas, speech marks, apostrophes for contractions


* Sentence indicators used correctly (capitals, fullstops, ? !)
  • uses other punctuation such as capitals for proper nouns, commas, speech marks, apostrophes for contractions, usually correctly


* Sentence indicators used correctly (capitals, fullstops, ? !) consistently
  • able to accurately use complex punctuation (commas, colons, hyphen, ellipsis, apostrophe for possession, dialogue


Spelling:


* sounds out and represents all substantial sounds in a word in order
  • can spell most high frequency words(ess. List 1-2)


* Spells most high frequency words correctly (Lists 1-4)
  • using spelling patterns such as y to ies, double consonant when adding ing
  • when approximating using vowels sounds in every syllable, knowing consonant sounds and blends


* Spells most high frequency words (Lists 1-6)
  • understands most spelling patterns
  • has success with multi-syllabic,irregular (eg yacht) and technical words


* Few errors within high frequency words (lists 1-7)
  • understands most spelling patterns including complex patterns
  • uses complex mutli-sybllabic,irregular or technical words


Handwriting * Holds pencil correctly
  • knows where to start letters directionality
  • writes letters independently
  • spaces


* Starting at margin
  • writes on line
  • consistent size
  • sloping
  • writing upper and lower case


* Even size
  • even slope
  • even space between words
  • even space between letters
  • consistency in style


* Developing own fluent style