Oral Language


A The five Ws In pairs, use where, who, when, what and why to create oral recounts.


Where at the beach, at school, near the farm, by the sea Who Dad, my sister, my best friend, teacher, the nurse When yesterday, last night, a month ago, on Thursday What broken leg, sandcastles, playground, sheep shearing Why


fell, sunny day, school tour, tour of the island Writing Genre – Recount Writing


The language of a recount should include: ƒ first or third person, e.g. I, we, he, they


ƒ time words to connect events, e.g. one morning, then, next, later, following this, a little bit later, soon afterwards, later in the day, lastly, eventually, finally.


ƒ adjectives to describe the where, who, what, when and why, in order to make the recount more interesting to read, e.g. urgent neighing, pathetic paw.


ƒ the simple past tense as it tells about an event that has already happened, e.g. jumped, chased, played, saw, laughed, shouted.


A In your copy, review, edit and rewrite your recount about your school trip to include: ƒ time words ƒ adjectives ƒ the simple past tense


Top tip!


Have you answered the where, who, when, what, why questions?


Check your work using the recount self-assessment checklist.


B Art activity Design a border to go around your recount. Display your recounts or read them to another class.


C Music


Use musical instruments/materials in your classroom that can make noise to create sound effects for your recount. How does this enhance your piece? What would films be like if there was no music or sound effects?


12


Unit 2 | Recount 2


WHO WHAT WHERE


WHEN WHY


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126