Recount (Dictionaries)


Literacy Unit Summary Plan




The use of dictionaries and alphabetic order is ongoing and needs frequent practical opportunities for assessing progress through purposeful cross-curricular enquiries, games and play. Written outcomes can be used to judge children's understanding of recount and sentence construction and assessments used for future teaching in Year 1 nonfiction unit 5.

Year Group/s: One Non-Fiction Unit 3

Recount, Dictionary

Term: Week Beginning:


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.

1. Speaking

 Tell stories and describe incidents from their own experience in an audible voice Overview

 Children describe incidents from their own experience in an audible voice using sequencing words and phrases such as

'then', 'after that'. Some children will find it easier to describe an incident if they have first drawn some pictures showing the series of events. Model listening to a recount and asking questions to prompt extending the recount or providing more detail. Children then listen to one another's recounts and ask relevant questions to provide detailed information or extend the recount. Model writing a short recount of a personal incident in the home. (Something commonplace such as the baby smearing his food all over his face and the furniture or the dog tearing up the unread newspaper will nudge the children to think up equivalent experiences of their own.)

Children write simple first-person recounts linked to personal experience.

 Play games to introduce the use of the alphabet to order items in a dictionary or encyclopedia.

 Write extended captions for a class display. Read captions, pictures and diagrams on wall displays that explain a process.

Draw pictures to illustrate a process and use the picture to explain the process orally.

Prior Learning

Check that children can already:

 Listen attentively to recounts and are able to recall some details including the correct ordering of events.

 Ask relevant questions and are confident to speak about their own experiences.

2. Listening and responding

3. Group discussion and interaction

Listen with sustained concentration, building new stores of words in different contexts

Ask and answer questions, make relevant contributions, offer suggestions and take turns

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 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

8. Engaging with and responding to texts

 Visualise and comment on events, characters and ideas, making imaginative links to their own experiences

9. Creating and shaping texts

10. Text structure and organisation

Independently choose what to write about, plan and follow it through

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

Write chronological and non-chronological texts using simple structures

Group written sentences together in chunks of meaning or subject

11. Sentence structure and punctuation

Compose and write simple sentences independently to communicate meaning

 Use capital letters and full stops when punctuating simple sentences

12. Presentation

 Use the space bar and keyboard to type their name and simple texts

Phase 1 – approx 3 days

The teacher models orally a recount of a visit or an event using such phrases as last week, then and after that . Children are given plenty of opportunities to ask the teacher questions about what the teacher has remembered.

Phase 2

– approx 2 days

The teacher and children analyse the activity orally and children practise with their response partners a recount of the same event or visit. The teacher and children listen to each other's recounts and make a series of pictures or a simple time line to order events. This could be modelled using digital photographs on an interactive whiteboard (IWB). The teacher demonstrates how to write a simple recount and edits and scribes as children volunteer suggestions.

Phase 3 – approx 5 days

Read the recount written by children and the teacher, discuss, identify and record language features. Use this as a lead into Developing early writing, Ref:

0055/2001, Year 1 unit 9: The day the fire engine came to school primary/publications/literacy/63337/ or any event in school experienced by children. Children talk about an actual event, including generating questions and ordering events with the support of photographs or pictures. The teacher scribes and supports composition. Children work in groups or pairs to make their own simple recount in sentences using the past tense and time connectives.

Dictionary work will be ongoing throughout phase 3 with the teacher demonstrating effective use of the dictionary.

Phase 1 Learning outcomes

 Children can listen to a recount and ask questions to support their understanding.

Phase 2 Learning outcomes

 Children can order events correctly.

 Children can identify and explain the main features of a sentence.

Phase 3 Learning outcomes

Children can use knowledge of the alphabet to locate words in simple dictionaries.

 Children can write at least three simple sentences in the past tense and use some time connectives in a recount.


 Interactive whiteboard (IWB)

 Digital cameras and PC upload software

 Speaking, listening, learning: working with children at Key Stage 1 and 2 (Ref: 0627-2003) s.pdf

(PDF Kb 189) and the accompanying video clip of Year 1 Recount work (Ref: 0628-2003)

Developing early writing (Ref: 0055/2001) Year 1 unit 9: The day the fire engine came to school, pp. 78-82

 Learning to learn: key aspects of learning across the primary curriculum (Ref: 0526-2004) from

Learning and teaching in the primary years

 Writing flier 5 - Recount: it happened like this...

(Ref: 0532/2001) o5.pdf

(PDF 189 Kb)