Day in parts
Split a day into three parts on a strip: morning, afternoon, evening. Say two things that happened in each part.
Writing · Level 2 · Years 3 and 4 · Unit 2 of 6 · Recount
Paragraphs in a recount
Children move from a string of sentences to a recount organised in paragraphs, each with a time phrase to start it.
7sessions
45minutes each
Years 3 and 4ages 8 to 10
A1 to A2CEFR
By the end
Children write a recount of three paragraphs in the past tense, each starting with a time phrase and followed by a comma.
How the unit runs
7 sessions, 8 parts
Every writing unit follows the same eight parts: read, talk, learn the sentence skill, plan, write together, write alone, check, publish. This unit fits them into 7 sessions of about 45 minutes.
| Session | Parts | What happens |
|---|---|---|
| Session 1 | Part 1: Read and enjoy | Read and enjoy "A day at the seaside". Find 3 features to notice. |
| Session 2 | Part 2: Talk it | Oral rehearsal games: Day in parts, Change to start a new one, Time phrase bank. |
| Session 3 | Part 3: Sentence skill | Teach the sentence skill: Paragraphs around one idea. |
| Session 4 | Part 4: Plan | Plan on the frame: my recount plan. |
| Session 5 | Part 5: Shared write | The teacher models the writing, thinking aloud. |
| Session 6 | Part 6: Independent write | Children write independently, with support and stretch. |
| Session 7 | Part 7: Check + Part 8: Publish | Check against the success criteria and the editing checklist. Publish for a real reader on the printable template. |
Curriculum link. Years 3 and 4 composition: organising paragraphs around a theme. Appendix 2: introduction to paragraphs (Year 3); use of paragraphs to organise ideas around a theme, fronted adverbials and commas after them (Year 4). Sources: see the end of this page.
Part 1 of 8
Read and enjoy a model text
Read it aloud first, or press the button. Talk about what the writer has done before anyone writes. This text was written for Litlings and is free to copy for your class.
Last Saturday, my family went to the seaside. We left home at seven o'clock and drove along the coast road. The sun was rising, so the sea sparkled like glass.
In the morning, we built an enormous sandcastle with a deep moat. While Dad dug the moat, my sister collected shells to decorate the towers. By eleven o'clock, the waves had begun to creep closer.
After lunch, we climbed the hill to the old lighthouse. We could see ships on the horizon and tiny people on the beach below. Finally, we ate chips on the way home and fell asleep in the car.
What to notice
- Last Saturday, / In the morning, / After lunch,Each paragraph starts with a time phrase and a comma.
- Three paragraphsEach paragraph is about one part of the day: journey, morning, afternoon.
- went, left, built, climbedThe whole recount is in the past tense.
Part 2 of 8
Talk it: oral rehearsal
Talk comes before writing. Children say the sentences, then the paragraph, before the pencil moves.
Change to start a new one
Read a long block of text aloud. Children raise a hand when the time, place or topic changes. Mark a new paragraph.
Time phrase bank
Brainstorm time phrases: after lunch, later that day, the next morning, a few minutes later. Say each in a sentence.
Part 3 of 8
Sentence skill: Paragraphs around one idea
A paragraph groups sentences about one idea or one part of the story. Start a new paragraph when time, place, topic or speaker changes.
Teach it in four steps
- Choose a day or a trip and split it into three parts.
- Begin each part with a time phrase and a comma.
- Write two or three sentences for each part, all in the past tense.
- Start a new line for each new part.
Examples
| Start | Becomes or shows |
|---|---|
| we went to the beach | After lunch, we went to the beach. |
| we climbed the hill | Later that day, we climbed the hill. |
| the waves crept closer | By eleven o'clock, the waves had begun to creep closer. |
Practise: Paragraphs around one idea Also: Time connectives and commas
Part 4 of 8
Plan: My recount plan
Choose a real day. Plan three paragraphs. Children say each part aloud to a partner first, then jot notes. Type here, or print the frame to use on paper. It prints on one A4 page.
My recount plan
NameDate
Choose a real day. Plan three paragraphs.
When and where?Last Saturday, we went to ___.
Paragraph 1: journey or startTime phrase and two details.
Paragraph 2: middleA new time phrase and two details.
Paragraph 3: endA last time phrase, an ending, and a feeling.
Part 6 of 8
Independent write
The task
Write a recount of a real day, trip or event in three paragraphs. Start each paragraph with a time phrase and a comma.
Sentence starters
- Last ___, I ___.
- In the morning, ___.
- After lunch, ___.
- Later that day, ___.
- Finally, ___.
Word bank
- first
- later
- meanwhile
- soon
- afterwards
- finally
- went
- built
- climbed
- enormous
- exhausted
Support
Give three paragraph boxes with the time phrase already written. Children fill in the details.
Stretch
Add a fronted adverbial of place and a fourth paragraph for the next day.
English as an additional or foreign language. Give a timeline strip with pictures and time phrases. Children say the paragraph before writing.
Part 7 of 8
Check: success criteria and editing
Children read their writing aloud, tick what they have done and fix what they have not. Ticks are saved on this device only.
Success criteria
Editing checklist
Part 8 of 8
Publish for a real reader
Mount the recount next to photographs or drawings. Display with a map of the places visited.
Printable template: Picture and writing page
One A4 page, blank for handwriting. Print from the browser or download the PDF.
My page
NameDate
Draw your picture, then write underneath.
Title
Picture
My writing
Keep going
In this course
Elsewhere on the site
Sources
- National curriculum in England: English programmes of study (DfE)
- English Appendix 2: vocabulary, grammar and punctuation (DfE)
- Improving Literacy in Key Stage 2 (EEF)
Curriculum statements are paraphrased from the documents above. Model texts and activities are original to Litlings.