Teacher explicitly models the stages of a procedural recount. Teacher and students jointly, then students independently, construct and read procedural recounts for a wide range of classroom activities. Focus on accurate sequential order, appropriate subject-specific language and use of conjunctions to indicate time. Factual Recount To record a series 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.
Teacher and students jointly, then students independently, construct factual recounts. Focus on language used for assessment, eg. 'remarkable', 'outstanding', 'major influence', 'successful'. Explanation To explain scientifically how technological and natural phenomena come into being. Students listen to and give accurate, researched, sequential and causal explanations with supporting visual information, eg. Teacher and students jointly, then students independently, construct explanations that are causal, eg weather patterns, electric circuit.