A poster about literary recounts, including an annotated example.
Use this teaching resource to remind your students about the structure and language features to use when writing a literary recount.
The black and white version can be printed at a smaller size for students to include in their notebooks.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Develop drafts into a focused, structured, and coherent piece of writing by:
Develop drafts into a focused, structured, and coherent piece of writing by:
Develop drafts into a focused, structured, and coherent piece of writing by:
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