Recounts

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• Recounts

• Overview
• 2 Texts
• A model of language
• Annotation of a recount
• Teaching Learning Cycle

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• Genre
• structure
• organised by days
• organises the text
• time On Saturday and On Sunday
• cohesion
• reference I, my, me
• conjunctions between sentences Then, After
• joins clauses
• linking and

• Tenor
• speech function
• statements simple and compound
• interpersonal
• names druver, friends

Text 1 On Saturday I went shopping. After I Plad
with my druver then I went uotside to play with
my friends. We plad ball Chasey. Then at niht
time I witcht t.v. After I brash my tith. On
Sunday I Plade with my toys. After I plade Poisen
ball outside. Then I ater a watermelon. After I
brasht my tith and I went to bed.
introduction
modality

• Mode
• tenses
• simple past went, plad, brasht
• foregrounding
• circumstance On Saturday, Then at niht time, On
  Sunday
• print conventions
• handwriting identifiable letters, appropriate
  spacing
• spelling most common words correct, some errors
  based on pronunciation
• punctuation capitals to begin sentences, some
  inappropriate capitals, fullstops accurate

binding

• Field
• noun groups
• my druver, my friends, a watermelon, Sunday, my
  toys
• verbs
• action went, plad, wicht, brash, ater
• circumstances
• when On Saturday, at niht time, On Sunday
• where uotside, to bed
• with whom with my friends
• why to play
• technical vocabulary
• ball chasey, poisen ball

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Text 2 Today in maths, our teacher read the story
of the hungry caterpillar. Then she gave the
class a problem to solve. We had to find out how
many items of food the hungry caterpillar ate
before he built a cocoon around himself. We
could work it out using any method and materials
we wanted. Some groups decided to just count the
days but that wasnt enough because the
caterpillar ate different amounts each day.
Others used paddle pop sticks or grid paper.
Katherine and I read the story again and put out
a counter for each item of food. Then we added
the counters. Katherine counted them first. She
put the counters in piles of ten. She had three
piles and one counter left over. That meant the
total was thirty-one. I counted thirty-two. Most
other groups also got a total of thirty-two so we
thought it was probably correct. Then our teacher
asked each group to report back and explain how
they got the answer.
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Text Two Genre Text in Context - Structure
orientation
events in sequence
reorientation
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Text Two Genre Language - Structure
time
noun group
noun group
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Text Two Genre Language - Cohesion
reference items - pronouns
conjunctions
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Text Two Genre Language - Cohesion
Vocabulary Patterns
repetition
words that go together
repetition
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Text Two Genre Language - Expansion
linking conjunctions
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Text Two Field Noun Groups
describer
qualifier
number
classifier
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Text Two Field Nominalisations
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Text Two Field Processes Independent clause
action processes
mental processes
relational processes
verbal processes
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Text Two Field Circumstances
time
place
time
place
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Text Two Field Topic Specific / Technical
Vocabulary
verbs
nouns
nouns
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Text Two Tenor Language Modality
obligation
certainty
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primary tense simple past
Text Two Mode Tense and Voice
active voice
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Text Two Mode Foregrounding - Sentence
time
conjunctions human elements
conjunctions human elements
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Text Two Mode - Coherence
Introduction
topic sentence
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• Genre
• structure
• orientation, events, reorientation
• organises the text
• time Today in maths
• human Some groups, Katherine
• cohesion
• reference our, she, we, it, others, the, them,
  they
• conjunctions between sentences Then
• vocabulary patterns
• words that go together problem to solve
• repetition total
• joins clauses
• linking and, but, so

• Field
• noun groups
• the story of the hungry caterpillar, each item of
  food, piles of ten, paddle pop sticks
• nominalisation method
• verbs
• action gave, ate, added, counted
• mental decided to count, thought, work out,
  meant
• relational had, wasnt
• sayingreport, explain, asked
• circumstances
• when Today in maths, each day
• where around himself, in piles of ten
• with whom with my friends
• why to play
• manner
• technical vocabulary
• solve, method, cocoon, counter, piles

?
?
?
?
?
?
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• Tenor
• speech function
• statements simple and compound
• modality
• obligation had to
• certainty probably
• interpersonal
• names our teacher, Katherine

• Mode
• tenses
• simple past decided, counted, thought
• foregrounding
• circumstances Today in maths
• participants We, Katherine and I, Most other
  groups, She
• multiple Then we, Then she
• coherence
• introduction provides setting, topic sentence in
  3rd paragraph, no distinct ending
• print conventions
• spellingaccurate
• punctuationappropriate

?
?
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A teaching sequence

• You would like students to write a recount
  similar to the previous recount. What could be
  your sequence of activities?
• Key teaching points
• Genre - structure
• - reference
• - conjunctions combining clauses
• Field - noun groups
• - verbs
• - circumstances (manner)
• - technical vocabulary
  
• Tenor - modality Mode - coherence
• - spelling, punctuation

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The teaching learning cycle recounts
Building field
Independent Construction

• establish prior knowledge
• develop field knowledge

• set the context
• independent construction of recount

• jointly construct a recount using a proforma and
  model

• develop or use model text
• deconstruct model text
• follow-up activities

Joint Construction
Modelling and Deconstruction
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