Assessment for Learning Source Sheets (recounts): for teachers creating success criteria, self assessment sheets, Records of Achievement sheets and target setting.

Adapted from the National Literacy Strategy, the Renewed Literacy Framework and related documents.

Purpose of recount texts

I know that recount texts “retell” events. 
They are written to entertain and/or inform a reader.

I know that recount texts can be adapted or combined with other text types depending on the audience and purpose – that is, there may be elements of explanation in a recount, or elements of recounts may be included in an argument, discussion or explanation. 

I know that newspaper “reports” are usually mainly recounts 

I know that autobiographies, biographies, sports reports, police incident reports and accounts of work undertaken (e.g. reports of science investigations, work in art/technology) are recounts.

I know that reports can be written in many forms including letters, newspaper stories, police reports, obituaries, journal and diary entries.

Typical text structure of recount texts

Text Structure - my success criteria	1	2	3	4	

I create a good title. 					
My introduction:
•	“sets the scene” in a clear way
•	gives necessary background information
•	may give a complete summary of the event					
My next paragraphs: 
•	tell the reader the events (usually in chronological order)
•	give lots of detail about the different aspects of the events
•	cover who, what, where, when, why and/or how
Also: 
•	My ideas are organised in paragraphs about the same aspect of the subject.
•	I focus on most interesting/important aspects of the events.
•	I use sub-headings where helpful.					
There is a final paragraph which concludes my recount.
It may summarise the account; reflect on the significance of the event(s); give a personal opinion; ask the reader a question					

Typical language features of recount texts

Language features - my success criteria	1	2	3	4	

In the text:
•	I use names of specific people, places, objects, etc.
•	I try to be clear and make the events sound interesting
•	I think about where it may be good to ask the reader a question or make a personal comment to draw the reader in					
The verbs I use:
•	are mostly in the past tense 
•	are in the third person (unless I am recounting something that has happened to me)					
The connectives I use:
•	include time and sequence connectives					
When I have finished writing my recount, I read it through carefully to make sure that
•	I have said what I wanted to
•	I have put the information across clearly
and that
•	I have used the best vocabulary
•	My punctuation is accurate
•	My spelling is accurate					

Planning a recount

Planning a recount - my success criteria	1	2	3	4	

Selecting information:
•	I think about what will interest the reader when choosing information
•	I record details of the most interesting aspects of the event(s) 
•	I note who, what, where, when, why/how
•	I can use a range of resources (e.g. books, CD-ROM, internet) to gather information 
•	I can select useful facts from these different sources					
Planning the structure of my report:
•	I use a timeline to plan my recount where helpful
•	I plan using notes
•	I note who, what, where, when, why/how					
Selecting the form and style of writing:
I think about the purpose of my writing and the audience and then
•	I decide the form of writing to use 
•	I decide whether to write in the first or third person
•	I decide whether to write in a formal or informal style					

Year group statements

FS
I can tell grown-ups and other children about things that I have done or have happened in my life. I have listened to other people telling about things that have happened to them.					
I have written sentences to match what is happening in a series of pictures.					
A grown-up has helped me write about something that has happened. 					

Y1/2
I can tell people about things I have experienced in a clear voice.					
When I tell people about one of my experiences, I use “sequencing” words such as then and after that .					
I listen carefully when someone is speaking about their experiences and I can ask good questions.					
I have read some recounts.					
In a recount I am reading, I can show my teacher what happened first and the order of the events. I can also point out words (like first, next, after, when) which show the sequence of events.					
I can write about something I have done. I can use a recount text that my teacher has given me to help me do a good piece of writing.					
When I write a recount I try to make sure I keep using the right tense for the verbs.
If I am writing about something that has happened to me, I use words like: I, me, my, we, us, our. If I am writing about something that has happened to someone else, I use words like: he, she, him, her, his, they, their. I try to make sure I don’t get these muddled.					

Y3/4
I have watched or listened to some “third person” recounts such as news reports or sports reports on television, radio or podcast.					
I can identify the main sequence of events in a recount I have heard.					
I have read some “third person” recounts such as letters, newspaper reports and diaries.					
I have written about the same event in different ways such as in:
• a story
• a letter
• news report
I make sure that the pronouns I use are correct.					
I have written some newspaper reports
• using a good range of connectives (such as meanwhile, following, afterwards)
• including detail
• expressed in ways that will interest the reader					
When I have been writing information texts on paper or on the computer, I include sections of recount when it is appropriate.					

Y5
In recounts (like sport reports, diaries and police reports) I can identify
• the introduction to set the scene
• chronological sequence of events
• varied but consistent use of the past tense
• supporting illustrations
• a formal or informal style
• the connectives used					
When I recount an event orally (give an oral report) I use the features of recounts that I have learned about including the use of formal language.					
I have written recounts about the same subject (e.g. a visit, a match or a historical event) for two quite different audiences (e.g. a close friend and an unknown reader)					

Y6
I can distinguish between: 
• autobiography and biography
• fact, opinion and fiction
• implicit and explicit points of view (and say how these can differ)					
I can talk about the effect of choosing to write in the first person or the third person.					
I have developed the skills of writing “in role” by: 
• writing as a historical character
• preparing a C.V.
• writing a biography account after doing some research
• describing a person from different perspectives such as a school report, police report, newspaper obituary					
When planning my writing, I choose the best style to use for my work by: 
• thinking about the purpose of my writing
• thinking about the audience
• thinking about the different text-types I have learned about					
When I write, I make sure I organise my work well and use the language features of the type of text I am producing.