Teacher explicitly models the stages of a procedure. Focus on sequencing words in steps. Teacher and students jointly, then students independently, construct and read procedures for a wide range of classroom activities, eg. Focus on accuracy and clariyty through acting on procedure to achieve the goal. Students listen to and retell recounts based on a wider range of longer procedures.
Teacher explicitly models the stages of a procedural recount.
Teacher and students jointly, then students idependently, construct and read procedural reounts for a wide range of classroom activities. Foucs on accurate sequential order, appropriate subject-specific language and use of conjunctions to indicate time. To record a sries of events in the sequence in which they occurred. Students give longer, more detailed research recounts about unfamiliar topics. Teacher explicitly models the stages of a factual recount.