Warrington School/Board Of Trustees/Warrington Recount criteria revision
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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
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From this level it is expected that planning, developing, shaping, editing and recrafting is taking place. | ||||
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Audience Awareness and Purpose:
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* writes mostly for self, assuming shared knowledge by audience
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* writing for audience other than self but still assuming shared knowledge of context by that audience
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* Uses beginning of text to attract attention and provide context for recount
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* Uses beginning of text to attract attention and provide context for recount
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Content/Ideas:
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* Covers one or more domains such as happenings, participants, timeframe, place
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* Begins with background information using some of elements; happenings, participants, timeframe, place etc
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* Begins with background information using happenings, participants, timeframe, place etc
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* Using essential elements of recount
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Structure:
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* some evidence of time order
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* Mostly sequences events in time order
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* Sequences in time order
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* Sequences in time order
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Language Resources:
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* uses some interesting words to show personal voice and key content
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* Attempts to add detail by using verbs, adverbs, adjectives and other devices such as simile, onomatopaiea, alliteration
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* Adds detail by using a range of figurative language devices
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* Uses figurative language devices selectively to add detail for impact
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Grammar:
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* attempts to use basic grammatical conventions – errors may interfere with meaning
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* Uses most basic grammatical conventions correctly – errors may interfere with meaning
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* Uses most grammatical conventions correctly in simple sentences and some in complex sentences
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* Uses most grammatical conventions correctly in simple and complex sentences
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Punctuation:
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uses capital letters and fullstops | * Uses most simple sentence indications – capitals, fullstops, question marks, exclamations marks
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* Sentence indicators used correctly (capitals, fullstops, ? !)
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* Sentence indicators used correctly (capitals, fullstops, ? !) consistently
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Spelling:
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* sounds out and represents all substantial sounds in a word in order
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* Spells most high frequency words correctly (Lists 1-4)
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* Spells most high frequency words (Lists 1-6)
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* Few errors within high frequency words (lists 1-7)
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Handwriting | * Holds pencil correctly
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* Starting at margin
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* Even size
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* Developing own fluent style
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