Kindergarten recount writing activities

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Kindergarten recount writing activities

A Common Core Shift from Kindergarten to Fourth Grade Share Online The four-corners of the text can often lead us deeper into the text but sometimes, it leads us beyond the text to gain full meaning.

The language, as direct as it may seem on a cursory read, is simultaneously explicit and nuanced. Take for instance the iterations of the Anchor Standard 1 over the course of grades K For some, this seemingly simple verb change indicates no instructional change; but for one who approaches text like a like a puzzle to be solved aka: Though my kindergarten recount writing activities was dedicated, the results of my probing were somewhat inconclusive, resulting in my making professional judgement that can support teachers in their understanding of the subtle yet distinct difference between the terms.

Therein, I discovered a document entitled Improving Reading Comprehension in Kindergarten Through 3rd Grade September associated with the names of the most highly respected voices in literacy: As a matter of fact, they are both reliant on yet another reading strategy often used both in education and among readers in general: However, the term paraphrase does not appear in the reading standards; rather the term shows itself in Speaking and Listening Standard 4 Grade 4 [SL4.

The other only reference to paraphrase is in the writing standards beginning at grade 5 and continuing through grade 8 embedded in standard 8. So paraphrasing is embedded as a practice in both retelling and summarizing. Retelling and summarizing are different: Still I am left to wonder, what is recounting?

Further research led me to several other sources, somewhat less steeped in scientific research, though helpful in making a distinction that aligns with the standards progression. In an instructional book for practitioners, Write all About it: Practice Activities for the Classroom Perry, A.

Moreover, the text provides activities for teaching recounting and writing assignments for assessing the skill with a loose rubric for analyzing the components of structure: Regardless, the general sense gained from this text is that retelling is more personal; recounts more objective; historical recounts are third person.

Recounting is always chronological and contextualized by the events being recounted. As students mature, recounting becomes more developed with explanations.

The final source for the understanding the strategy of recounting comes from a British teacher resource center, SparkleBoxand delineates the features of recounted text: Begins by setting the scene — who, when, and where the event occurred. Details of a sequence of events in the order they happened.

kindergarten recount writing activities

A closing statement, written in the past tense. Write in the order that the events occurred chronological order. Use time connectives like after, meanwhile, then, or next. Retell and Recount I am left to draw my own conclusions and please, advise me if there are resources I have overlooked.

Retell implies an oral recapitulation of the narrative elements, probably best put in order but not necessarily; as we speak, we may correct our thoughts and provide for that correction in our speaking. On the other hand, recount may be written or oral and requires a clearly sequenced ordering of narrative events.

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The recount has closure, perhaps evaluative or summative in nature, or as in following the admonishment of the standards, may address the message, lesson, or moral of the text. Research and the Common Core: Can the Romance Survive?

To what degree is research reflected in the grade level progressions? From my research into the difference between retelling and recounting, I would postulate that the progression is accurate; however, most teachers are not going to look as hard or as long as I did to discover the differences between the two.

Moreover, accepting that the progression is appropriate, why was paraphrase overlooked as an important prerequisite skill for either retellling or recounting.

In reading the standards, we must remember that they are that—standards. They do not enumerate the learning objectives students must master in order to progress from kindergarten to graduation.

As professionals, we must be vigilant in our own close reading, particularly noting shifts in diction iterated through grade level standards, and come to an understanding of what the changing diction implies about instruction.

We need become askers and answerers of our own wondering questions. It will be through our own learning progression that we can earnestly model for children what good readers do in order to fully understand and access text for use. Earlier today, I felt my time in this endeavor had been wasted; my hope in writing—my sacrifice of time is your reward.

However, the work is not done. This is but a start. I urge educators to begin their practice in close reading with this very text: John Benjamins Publishing Co. Institute of Education Sciences.Search our wide selection of kindergarten worksheets.

Enhance the skills of your kids and prepare them for school by using these worksheets.

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Make studying fun and see their grades improve by printing and constantly using these worksheets. Activities; Literary Recount Literary Recount. Midway through Kindergarten; End of Kindergarten Above the expected standard: Cameron: Kelsey Kim: At the expected standard: Nicky: Huong Ashley Robyn Jessie: Below the expected standard Engages in writing texts with the intention of conveying an idea or message.

Content filed under the Tracing – Letter Tracing category. use a basic recount text structure; use action verbs, adverbs, conjunctions and past tense; use appropriate sentence structure and punctuation; use strategies to spell words correctly. Teach your students all about writing interesting, detailed and well structured recounts with these 15 differentiated recount planners/graphic organisers.

8 Different layouts are included with differentiated handwriting lines to suit a range of young writers!4/5(). *Recount stories, fables, and folktales and determine central message Reading (Foundational, Literary, Informational) Activities to Support Academic Growth at Home Standards (What Students Should Know) Sample Activities (What You Can Do to Support Growth) Writing Kindergarten: Reading (Foundational, Literary, Informational).

Primary Resources: English: Text Level: Non-Fiction: Recount Texts