teaching resource

Personal Recount Planning Template

  • Updated

    Updated:  06 Jun 2023

A template for students to use when planning a personal recount.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 4

Curriculum

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E2LY11

    Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>

  • VC2E2LY12

    Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

  • VC2E4LY10

    Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>

  • VC2E4LY11

    Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

teaching resource

Personal Recount Planning Template

  • Updated

    Updated:  06 Jun 2023

A template for students to use when planning a personal recount.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 4

A template for students to use when planning a personal recount.

Use this teaching resource to help your students plan their recount writing.

Students draw a picture or attach a photograph of a special event they have experienced recently.

Using the template, students can brainstorm language (action verbs, descriptive words, emotive words) and events to include in a personal recount.

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