Year 1 - English
Sequencing events in a recount
School trip: writing a recount
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils will write a recount from a personal experience. This is an opportunity to apply all grammatical and sentence building covered over the year to a real life context. This unit is designed for the Summer term of Y1 and should be used around the time of a school trip.
Lesson Summary
You will learn to sequence events of a trip and add in fronted adverbials of time.
Key Notes
- Recounts are mostly told in chronological or time order
- Events in a trip can be placed on a timeline to help remember the sequence
- Fronted adverbials of time such as 'First,' 'Then,' 'After that,' and 'Finally,' can be used to structure a recount
- Recounting orally helps to remember the events of a trip before writing
Vocabulary To Learn
- chronological: arranging events in time order
- sequence: following the order in which a series of events happened
- events: the main parts
- fronted adverbials of time: a sentence starter that tells the reader when something happens
- retelling: summarising a story in your own words, highlighting key events and details.
Common Mistakes To Avoid
- Pupils may struggle to understand what a fronted adverbial is.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Recounts are mostly told in chronological or time order. Events in a trip can be placed on a timeline to help remember the sequence.
2. Define this language term and use it in a sentence. 'chronological'
arranging events in time order.
3. Correct this common English misunderstanding.
Mistake: Pupils may struggle to understand what a fronted adverbial is. Correction: Refer to the Year 1: Grammar: Word Class unit and teach alongside this unit.
More Lessons In This Unit
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