|Midway through Stage 1 (end of Year 1)||End of Stage 1 (end of Year 2)|
|Grade B||Kerry Riley||Darcy|
|Grade C||Lee Eden Haley||Indra Sam Jessie Pat Chris Casey|
|Grade D||Morgan Bailey||Kim Alex Ashley|
Foundation Statement strands
The following strands are covered in this activity:
Description of activity
Following an excursion, the teacher displays photographs as a timeline. The students suggest captions for the photographs and the teacher models writing a personal recount. Students then write their own recount of the excursion, recounting personal details that were significant to them.
Students have written personal recounts based on their own experiences. They have jointly constructed recounts of shared experiences, spoken and written. Students have looked at the social purpose of a recount, its structure in terms of orientation and sequence of events and grammar.
Board of Studies NSW, English K-6 Student Work Samples, p 105
Producing Texts (WS1.9)
Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers
Grammar and Punctuation (WS1.10)
Produces texts using the basic grammatical features and punctuation conventions of the text type
Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words
Handwriting and Computer Technology (WS1.12)
Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology
Criteria for assessing learning
Students will be assessed on their ability to:
- plan, structure, and construct a personal recount
- use basic grammatical features and punctuation appropriate for a recount
- spell familiar words
- use letters of consistent size and slope in NSW Foundation Style.