Literacy Unit Summary Plan
Name:
Class:
Year Group/s: One
Non-Fiction Unit 5
Recount (fact and fiction)
Term:
Week Beginning:
Outcome
Objectives
Write a recount using time connectives to sequence events and correctly
demarcate sentences; apply phonic knowledge when writing independently, in
line with national expectations of phonic development; progress in reading, as
part of shared and guided reading sessions, is made in line with national
expectations (teacher observation and assessment).
In order that children make effective progress in core skills across the year, it is important that these Strands are planned for
in every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below.
Overview
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Describe incidents from own experience in an audible voice using
sequencing words and phrases such as 'then', 'after that'; listen to
others' recounts and ask relevant questions.
Read personal recounts and discuss the difference between recounts
and stories, fact and fiction. With the children, explore the generic
structure of recounts, for example ordered sequence of events, use of
words like 'first', 'next', 'after', 'when'.
Model writing a recount of an activity in which all the children took part,
for example a visit of someone from the community or the previous
afternoon's fire drill or thunderstorm, giving them opportunities to
contribute ideas and form sentences.
Children write simple personal recounts, independently, using the
language of texts read as models for their own writing, maintaining
consistency in tense and person.
Prior Learning
Check that children can already:
 Listen attentively to recounts and recall some details including the correct ordering
of events.
 Ask relevant questions and speak about their own experiences.
 Discuss ideas confidently with a response partner.
1. Speaking
 Tell stories and describe incidents from their own experience in an audible voice
3. Group discussion and interaction
 Explain their views to others in a small group, decide how to report the group's views to the class
5. Word recognition: decoding (reading) and encoding (spelling)
 Recognise and use alternative ways of pronouncing the graphemes already taught
 Recognise and use alternative ways of spelling the graphemes already taught
 Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and
skills
 Recognise automatically an increasing number of familiar high frequency words
 Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not
completely decodable
 Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with
automatic recognition of high frequency words
 Read and spell phonically decodable two-syllable and three-syllable words
6. Word structure and spelling
 Spell new words using phonics as the prime approach
 Segment sounds into their constituent phonemes in order to spell them correctly
 Recognise and use alternative ways of spelling the graphemes already taught
 Use knowledge of common inflections in spelling, such as plurals, -ly, -er
 Read and spell phonically decodable two-syllable and three-syllable words
7. Understanding and interpreting texts
 Identify the main events and characters in stories, and find specific information in simple texts
 Recognise the main elements that shape different texts
9. Creating and shaping texts
 Convey information and ideas in simple non-narrative forms
 Create short simple texts on paper and on screen that combine words with images (and sounds)
10. Text structure and organisation
 Write chronological and non-chronological texts using simple structures
11. Sentence structure and punctuation
 Compose and write simple sentences independently to communicate meaning
12. Presentation
 Use the space bar and keyboard to type their name and simple texts
Phase 1 – approx 3 days
Phase 1 Learning outcomes
Resources
Read and compare simple recounts.
Discuss and contrast recounts with
narrative texts. Identify and discuss
common features of recounts.
Sequence a set of events. Justify
opinions based on evidence in the
text.
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Phase 2 – approx 3 days
Phase 2 Learning outcomes
Orally compose a recount,
sequencing events using time
connectives, based on first-hand
experience. Plan how to write this
recount using a storyboard.
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Interactive whiteboard (IWB)
 Digital camera and PC upload software
 Laptop
 Children’s observational drawings of the life cycle of a seed
 Photographs of a seed at various stages in the growth process
 Speaking, listening, learning: working with children at Key Stage 1 and 2 (Ref: 0627-2003)
http://www.standards.dfes.gov.uk/primary/publications/literacy/818497/pns_speaklisten062403acts.pdf (PDF 757 Kb) and the
accompanying video clip of Year 1 Recount work (Ref: 0628/2003)
 Developing early writing (Ref: 0055/2001)
http://www.standards.dfes.gov.uk/primary/publications/literacy/63337/
 Learning to learn: key aspects of learning across the primary curriculum (Ref: 0526-2004) from Learning and teaching in the
primary years. http://www.standards.dfes.gov.uk/primary/publications/learning_and_teaching/1041163/
 Writing flier 5 - Recount: it happened like this... (Ref: 0532/2001)
http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201reco5.pdf (PDF 139 Kb)
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Children can sequence a set of
events based on their own
experience and observations.
Children have made appropriate
progress in line with national
expectations of phonic
development.
Children can orally
compose and retell a
sequence of events using
time connectives to link the
sequence.
Children have made
appropriate progress in
line with national
expectations in reading
development.
Phase 3 – approx 4 days
Phase 3 Learning outcomes
Model through shared writing,
changing oral composition into
written composition. Reinforce
knowledge of how to write a
sentence. Children create group
animated recounts of the growth of
a seed with written captions
recounting events.
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Children can write a recount
using time connectives to
sequence events and correctly
demarcate sentences.
Children have made appropriate
progress in line with national
expectations in reading.
Children can apply their phonic
knowledge when writing
independently in line with
national expectations of phonic
development.