Warrington School/Curriculum/Recount Criteria

Recount Criteria

The key characteristics of a recount are:

• They are a sequenced retelling of experience – real or imagined.
  Three common types:
  1. Personal recount – reconstruction of personal experience
  2. Factual recounts – recounting of events from informational perspective
  3. 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	Level Two	Level Three	Level Four
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 frequencey word (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