RIC-20199 Primary Writing Year 3 – Recounts

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PRIMARY WRITING (Book D) 

Revised and reprinted by R.I.C. Publications ® 2008 

Copyright © R.I.C. Publications ® 2006 

This master may only be reproduced by the 

original purchaser for use with their class(es). The 

publisher prohibits the loaning or onselling of this 

master for the purposes of reproduction. 

RIC–20199 

Copyright Notice 

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sold with a limited copyright. This copyright allows 

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Internet websites 

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the 

time of publication, the publisher has no control over any subsequent changes which may be made to webpages. 

It is strongly recommended that the class teacher checks all URLs before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricgroup.com.au 

Email: mail@ricgroup.com.au

Primary writing 

BOOK D 

Foreword 

Primary writing is a series of seven books designed to provide opportunities for 

students to read, examine and write a variety of text types; narratives, recounts, 

procedures, reports, explanations and expositions. 

Contents 

Titles in this series: 

• Primary writing Book A • Primary writing Book E 

• Primary writing Book B • Primary writing Book F 

• Primary writing Book C • Primary writing Book G 

• Primary writing Book D 

Teachers notes........................................................................................iv – v 

Curriculum links ............................................................................................ v 

Writing format information.....................................................................vi – vii 

Writing format checklists.....................................................................viii – xiii 

Blank writing formats.......................................................................... xiv – xix 

Proofreading and editing checklist.............................................................. xx 

Class recording sheet .................................................................................xxi 

Narratives ................................................................................................................2–13 

1 – Trefin .................................................................................................. 2–5 

2 – Old Sultan .......................................................................................... 6–9 

3 – Hungry hill ...................................................................................... 10–13 

Recounts ..............................................................................................................14–25 

1 – Whistlestop tour ............................................................................. 14–17 

2 – Zoo visit ..........................................................................................18–21 

3 – Terror in the music room .................................................................22–25 

Procedures ..............................................................................................................26–37 

1 – Banana and choc chip muffins .......................................................26–29 

2 – Making a gas ..................................................................................30–33 

3 – Pinhole camera .............................................................................. 34–37 

Reports ..............................................................................................................38–49 

1 – Fairview Hockey Club .................................................................... 38–41 

2 – A new planet? ................................................................................ 42–45 

3 – Movie review .................................................................................. 46–49 

Explanations ..............................................................................................................50–61 

1 – ‘X’ marks the kiss ........................................................................... 50–53 

2 – A clever invention ........................................................................... 54–57 

3 – Pasta ............................................................................................. 58–61 

Expositions ..............................................................................................................62–73 

1 – The old drama hall ......................................................................... 62–65 

2 – Museum matters ............................................................................ 66–69 

3 – A dark and dull night ...................................................................... 70–73 



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PRIMARY WRITING 

R.I.C. Publications 

www.ricgroup.com.au 

iii

Writing format information 

Below are general descriptions of the text types included in this book. 

Report 

– is a framework which describes aspects of a 

living or non-living thing in detail 

– includes: 

• Title 

• Classification: a general or classifying 

statement 

• Description: accurate and detailed 

• Conclusion: a comment about the content 

of the report (optional) 

– uses the following language features: 

• factual language rather than imaginative 

• the third person 

• the timeless present tense 

• information organised into paragraphs 

A report may be written in the form of a book 

review, scientific report, newspaper or magazine 

article, eyewitness account or a progress report. 

Recount 

– is a framework which retells events as they 

happened in time order 

– may be factual, personal or imaginative 


• Title 

• Orientation: all relevant background (who, 

when, where, why) 

• Events: significant events in detail 

• Conclusion: often with an evaluative 

comment 


• vocabulary to suggest time passing 

• paragraphs to show separate sections 

• the past tense 

A recount may be written in the form of 

a newspaper report, diary, letter, journal, 

eyewitness account, biography, autobiography or 

history. 

Narrative 

– is a framework which tells a story 


• Title 

• Orientation: the setting, time and characters 

• Complication: involving the main character(s) 

and a sequence of events 

• Resolution: to the complication 

• Ending: often showing what has changed 

and what the characters have learnt 


• a range of conjunctions to connect ideas 

• appropriate paragraphing 

• descriptive language 

• usually written in past tense 

A narrative may be written in the form of a poem, 

story, play, imaginative story, fairytale, novel, myth, 

legend, ballad, science fiction story or modern 

fantasy. 

Procedure 

– is a framework which outlines how something is 

made or done 


• Title 

• Goal: the purpose of the procedure shown 

clearly and precisely 

• Materials: a list of materials or requirements 

under appropriate headings or layout 

• Steps: the method in a detailed, logical 

sequence 

• Test: an evaluation (if appropriate) 


• instructions often with an imperative verb 

• subject-specific vocabulary 

• simple present tense 

• concise language 

A procedure may be written in the form of a recipe, 

instructions for making something, an experiment, 

an instruction manual, a maths procedure, how to 

play a game, how to operate an appliance, how to 

use an atlas or how to deal with a problem. 



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vi 



PRIMARY WRITING

Writing format information 

Explanation 

– is a framework which outlines how something occurs, 

works or is made 


• Title 

• Statement: precisely what is to be explained 

• Explanation: a clear account in logical sequence of 

how and why the phenomenon occurs 

• Conclusion: an evaluation and comment about 

what has been explained 

OR 

• Title 

• a definition 

• a description of the components or parts 

• the operation—how it works or is made 

• the application—where and when it works or is 

applied 

• special features—interesting comments 

• evaluation or comment/conclusion 


• subject-specific terms and technical vocabulary 

where appropriate 

• simple present tense is often used 

• linking words to show cause and effect 

• information is organised into paragraphs 

An explanation may be written in the form of an essay, or 

a handbook—for example, how a kite works—a science, 

health or society and environment text. 

Exposition 

– is a framework which argues for a 

particular position and attempts to 

persuade the audience to share this 

view 


• Title 

• Overview: statement of the problem 

or issue and the writer’s position 

• Arguments: presented in a logical 

manner with supporting detail, 

usually from the strongest to the 

weakest 

• Conclusion: a restating of the 

writer’s position and a summary of 

the arguments presented 


• a variety of controlling and emotive 

words and conjunctions 

• paragraphs to state and elaborate on 

each point 

An exposition may be written in the form 

of an essay, a letter, policy statement, 

a critical review, an advertisement, an 

editorial or a speech. 



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Modelled writing 

The role of the teacher is to observe and support students as they develop as writers. 

Writing is an extremely complex activity, simultaneously involving decisions on content, 

text coherence and cohesion, spelling, grammar, punctuation and a sense of audience and 

purpose. Because it takes time and practice to develop understanding of the writing process 

and the different writing formats, many opportunities for students to interact with their teacher 

and their peers are essential. 

Modelled writing is an effective way of supporting student writers, particularly when the focus 

is on the cognitive processes involved. 

Frequent modelling of the planning process and how these plans can be used to write text in 

different formats, is strongly recommended. 




vii

Proofreading and editing checklist 

Name: 

Date: 

Title: 

Punctuation: 

I have included: 

capital letters for: 

Text type: 

beginning sentences..................................................................................... 

proper nouns................................................................................................. 

titles............................................................................................................... 

question marks....................................................................................................... 

full stops.................................................................................................................. 

commas.................................................................................................................. 

apostrophes: 

for grammatical contractions......................................................................... 

to show ownership........................................................................................ 

exclamation marks.................................................................................................. 

quotation marks...................................................................................................... 

Spelling: 

I have: 

checked the spelling of any unknown words.......................................................... 

not confused words that sound the same............................................................... 

used correct ending for plurals............................................................................... 

Language features: 

I have included: 

Writing: 

a variety of different verbs....................................................................................... 

correct verb tenses................................................................................................. 

appropriate adverbs to describe verbs................................................................... 

suitable nouns to name things, people, places and ideas...................................... 

interesting adjectives in descriptions...................................................................... 

suitable conjunctions to connect ideas................................................................... 

appropriate paragraphing....................................................................................... 

I have read through my writing to check that: 



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it makes sense........................................................................................................ 

it is easy to understand........................................................................................... 

there are no repeated or omitted words.................................................................. 

there are no errors of fact....................................................................................... 

xx 



PRIMARY WRITING

1 Recounts 

TEACHERS NOTES 

Structural and language features are shown on the left and right of the text below. 

Title 

Orientation – 

who, when, where, why 

Events – 

in order with detail 

Conclusion – 

indicating what has 

changed 

Teacher information 

Whistlestop tour 

Dear Grandma Alice 

I must tell you about the wonderful capital cities tour we did as part of our 

August holiday in Europe. Mum, Dad and I had the best time! We didn’t stay 

in any hotels because, after dinner each night, we took a train to the next 

city, arriving there early the following morning. 

Day 1: Amsterdam, Netherlands. Our first stop was Anne Frank’s house where 

she wrote her diary while she and her family were hiding from the Germans. 

It was so sad. Mum and I both cried. Dad was very quiet too. After lunch, 

we visited the Van Gogh museum. Did you know he was Amsterdam’s most 

famous artist? Later on, we went to the Bloemenmarkt, a world famous 

floating flower market. The flowers were stunning but we didn’t think it was a 

good idea to buy any! 

Day 2: Brussels, Belgium. In the morning, we strolled through the Grand Place, 

a 13th century market. I loved the medieval Town Hall with its crooked spire, 

topped with a statue of archangel St Michael slaying the devil! At midday, 

we joined a tour around the Royal Palace before enjoying a relaxing picnic 

lunch in Brussels Park. Dad and I both fell asleep while Mum read her book. 

Our last visit of the day was to Mini Europe, which has 300 doll-sized versions 

of Europe’s most famous monuments. It was so cool! 

Day 3: Paris, France. In the morning, we climbed the Eiffel Tower. The view 

of the city was amazing! Later on, we took a boat trip on the River Seine, 

followed by a drive along the famous Champs Elysee, and then passed the 

Arc de Triomphe, where the Tour de France finishes each year. We ended the 

day by attending a service at the Sacré-Coeur Church. 

Day 4: Vienna, Austria. Our last day! In the morning, we wandered around 

Marie Antoinette’s childhood home, the Schonbrunn Palace. It’s quite 

magnificent. We lazed in the gardens for a while before going to the Spanish 

Riding School to see the Lipizzaner horses practising their dressage. Then after 

dinner, it was off to the airport! 

Well, Grandma, we’re back home now and I’m busy with my diary and 

photographs because I’m writing a book about my holiday. I’ve collected 

lots of maps and leaflets from the places we visited. I’ve never enjoyed a 

holiday so much! When I grow up, I want to travel the world! 

With love from Sally 

• Discuss what a recount is, explaining that a letter is only 

one example. 

• Read and discuss the recount on page 15 with the students. 

• Identify the different sections and ensure students 

understand how the text fits into each one. 

• Emphasise the language features listed to the right of the 

text above. 

• Work through the analysis on page 16 with the students. 

• Plan a similar recount, writing ideas for each section within 

the framework and discuss and model how the plan is 

transformed into a coherent piece of text. 

• Students use page 17 to plan and then write a recount in 

the form of a letter to a friend about a holiday experience. 

• Students collect pictures and photographs of the places 

they visited, using them as a background for displaying their 

letters. (Display) 

• In a small authors circle, students read their letters, giving 

a brief description of their holiday destination. (Purpose/ 

Audience) 

Answers 

Page 16 

1. Teacher check 

• appropriate 

paragraphing 

• vocabulary 

to suggest 

passing of 

time; e.g. In 

the morning, 

Later on 

• past tense; 

e.g. went, 

strolled 



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2. (a) Capital cities tour 

(b) Europe 

(c) Dad, Mum, Sally 

(d) By train 

3. (a) (i) 3 (ii) 6 (iii) 2 (iv) 5 (v) 4 (vi) 1 

(b) Answers may include: after dinner, after lunch, later on, 

in the morning, at midday 

4. She is writing a book about her holiday and wants to travel 

the world when she’s older. 

14 



PRIMARY WRITING

Whistlestop tour 

Recount 1 

Dear Grandma Alice 

I must tell you about the wonderful capital cities tour we did as part of our August 

holiday in Europe. Mum, Dad and I had the best time! We didn’t stay in any hotels 

because, after dinner each night, we took a train to the next city, arriving there early 

the following morning. 

Day 1: Amsterdam, Netherlands. Our first stop was Anne Frank’s house where she 

wrote her diary while she and her family were hiding from the Germans. 

It was so sad. Mum and I both cried. Dad was very quiet too. After lunch, 

we visited the Van Gogh museum. Did you know he was Amsterdam’s most 

famous artist? Later on, we went to the Bloemenmarkt, a world famous 

floating flower market. The flowers were stunning but we didn’t think it was 

a good idea to buy any! 

Day 2: Brussels, Belgium. In the morning, we strolled through the Grand Place, a 

13th century market. I loved the medieval Town Hall with its crooked spire, 

topped with a statue of archangel St Michael slaying the devil! At midday, we 

joined a tour around the Royal Palace before enjoying a relaxing picnic lunch 

in Brussels Park. Dad and I both fell asleep while Mum read her book. Our 

last visit of the day was to Mini Europe, which has 300 doll-sized versions of 

Europe’s most famous monuments. It was so cool! 

Day 3: Paris, France. In the morning, we climbed the Eiffel Tower. The view of the 

city was amazing! Later on, we took a boat trip on the River Seine, followed 

by a drive along the famous Champs Elysee, and then passed the Arc de 

Triomphe, where the Tour de France finishes each year. We ended the day by 

attending a service at the Sacré-Coeur Church. 

Day 4: Vienna, Austria. Our last day! In the morning, we wandered around Marie 

Antoinette’s childhood home, the Schonbrunn 

Palace. It’s quite magnificent. We lazed in 

the gardens for a while before going to the 

Spanish Riding School to see the Lipizzaner 

horses practising their dressage. Then after 

dinner, it was off to the airport! 

Well, Grandma, we’re back home now and I’m busy 

with my diary and photographs because I’m writing 

a book about my holiday. I’ve collected lots of maps 

and leaflets from the places we visited. I’ve never 

enjoyed a holiday so much! When I grow up, I want 

to travel the world! 

With love from Sally 



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PRIMARY WRITING R.I.C. Publications www.ricgroup.com.au 15

Use the recount on page 15 to complete the page. 

1. Title 

(a) Do you think the title tells you 

about the content of the letter? 

yes no 

(b) If you answered yes, explain why. 

If you answered no, suggest two 

alternative titles. 

3. Events 

(a) Label the attractions in the order they 

were visited. Start with number one. 

Examining recount 1 

2. Orientation 

Match the answers to the 

questions. 

(a) What? • • Dad, 

Mum 

Sally 

(b) Where? • • By train 

(c) Who? • • Capital 

cities 

tour 

(d) How? • • Europe 

(i) Mini Europe (ii) Schonbrunn Palace 

(iii) Bloemenmarkt 

(v) Eiffel Tower 

(iv) Sacré-Coeur Church 

(vi) Van Gogh museum 



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(b) Write three words or phrases from the text that suggest the passing 

of time. 

4. Conclusion 

What information does the conclusion give us about how much Sally 

enjoyed her holiday? 

16 



PRIMARY WRITING

Recount plan 1 

1. Plan a recount in the form of a letter to a friend about your holiday. 

Title 

Orientation 

Events 

Conclusion 



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2. Write your recount. 3. Edit your work. 





Title 






indicating value of 

event 


Zoo visit 

Last week, Year 4 students visited the city zoo as part of their class project 

on animals of the world. Accompanied by their teachers and some parent 

helpers, the students enjoyed a bright spring day. 

On arrival, the students headed straight for the animals of the African 

savanna, knowing that many of the animals would be asleep in the 

afternoon. They were enchanted to see the week-old giraffe as it frolicked 

on its spindly legs. 

About mid-morning, feeding time for the otters created much amusement. 

The beautiful, sleek creatures delighted their audience, performing skilful 

swimming and diving antics as they waited impatiently to be fed. 

Students had to protect their ears as they followed the cries of the 

screeching monkeys. They had great fun recognising similarities between 

these likeable creatures and their friends! 

The last stop before lunch was the penguin pool. The cute flightless birds 

fascinated everyone as they lumbered awkwardly on land yet swam so 

swiftly in the water. 

A well-earned rest and a packed lunch quickly revived everyone. Time on 

the playground equipment was followed by a game of T-ball before carrying 

on with the animal tour. 

It was hard to keep track of individual meerkats as they suddenly dived 

underground in one place only to reappear moments later somewhere else. 

As the afternoon cooled, the students began to feel weary. But they found 

their last stop, the bird sanctuary, very exciting. They enjoyed the vast number 

of bird species and the brilliant colours of their plumage. It seemed that 

every possible combination of size and colour could be seen. 

Climbing on to the bus, exhausted but happy, everyone agreed the day 

had been a huge success. The students had seen their favourite animals and 

each had chosen one to study in detail for a project. 

• Discuss what a recount is, explaining that this magazine 

report is about a class excursion. 





text above. 

• Students complete the analysis on page 20. 

• Plan a similar recount, writing ideas for each section within 




the form of a magazine or newspaper story. 

• Students present their work as a class magazine or 

newspaper, giving each story an appropriate eye-catching 

title and illustration. A copy of the publication could be 

printed for other classes. (Publishing/Purpose/Audience) 

• A montage of photographs and pictures could be made to 

highlight a display of students’ work. (Display) 

Answers 

Page 20 


2. (a) yes 

(b) yes 

(c) yes 


paragraphing 


to suggest 

passing of 

time; e.g. last 

week, on 

arrival 


e.g. were 

enchanted, 

revived 



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(d) no 

3. (a) Answers may include: last week, on arrival, about midmorning, 

before lunch, as the afternoon cooled 

(b) Teacher check 

(c) Teacher check 


18 



PRIMARY WRITING

Last week, Year 4 students visited the 

city zoo as part of their class project on 

animals of the world. Accompanied by 

their teachers and some parent helpers, 

the students enjoyed a bright spring 

day. 

On arrival, the students headed straight 

for the animals of the African savanna, 

knowing that many of the animals 

would be asleep in the afternoon. They 

were enchanted to see the week-old 

giraffe as it frolicked on its spindly legs. 

About mid-morning, feeding time for 

the otters created much amusement. 

The beautiful, sleek creatures delighted 

their audience, performing skilful 

swimming and diving antics as they 

waited impatiently to be fed. 

Students had to protect their ears 

as they followed the cries of the 

screeching monkeys. They had great 

fun recognising similarities between 

these likeable creatures and their 

friends! 

Zoo visit 

Recount 2 

The last stop before lunch was the 

penguin pool. The cute flightless birds 

fascinated everyone as they lumbered 

awkwardly on land yet swam so swiftly 

in the water. 

A well-earned rest and a packed lunch 

quickly revived everyone. Time on the 

playground equipment was followed 

by a game of T-ball before carrying on 

with the animal tour. 

It was hard to keep track of individual 

meerkats as they suddenly dived 

underground in one place only to 

reappear moments later somewhere 

else. 

As the afternoon cooled, the students 

began to feel weary. But they found 

their last stop, the bird sanctuary, very 

exciting. They enjoyed the vast number 

of bird species and the brilliant colours 

of their plumage. It seemed that every 

possible combination of size and colour 

could be seen. 

Climbing on to the bus, exhausted 

but happy, everyone agreed the day 

had been a huge success. 

The students 

had seen 

their favourite 

animals and 

each had 

chosen one to 

study in detail 

for a project. 



Display Copy 


Use the recount on page 19 to complete the page. 

1. Title 


The title describes the text but it is not very inspiring. Suggest an 

alternative. 


Are all of these question answered in the first paragraph? 

(a) Who went to the zoo? 

(c) Why did they go? 

3. Events 

(a) Write three phrases from the 

text which show the passing of 

time. 

4. Conclusion 

yes no yes no 

(b) When did they go? 

(d) How did they get 

there? 

(c) Suggest a phrase to show the passing of time in each paragraph. 

visiting the monkeys 

lunchtime 

climbing on the bus 

(a) Do you think the concluding paragraph has a link 

with the orientation paragraph? 

(b) Explain your answer. 

(b) Which event took 

place at each of 

these times? 



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yes 

no 

20 



PRIMARY WRITING


1. Plan a recount in the form of a magazine or newspaper story. 

Title 

Orientation 

Events 

Conclusion 



Display Copy 






Title 






indicating value of 

event 


Terror in the music room 

Thursday 23 February 

Never again! That was the last music exam I shall ever, ever take! No-one will 

ever make me change my mind. I don’t think I even want to touch my flute 

again. I have never been so humiliated in my entire life. 

It all started during the rehearsal in the main hall, just before I went into 

the music room. Mr Saunders, the accompanist, was very grumpy with me, 

treating me like a three-year-old. I’m ten, for goodness sake! Couldn’t he 

see that! I was practising my scales and arpeggios when the giggling first 

started. I lost my concentration, so Mr Saunders tut-tutted. More giggling 

and sniggering. Who was it? I had no idea. As I played my pieces, the loud 

laughing started and from the corner of my eye I saw James and Anthony 

from my class, running out of the hall. By now, Mr Saunders had lost all 

patience with me. He picked up his manuscript and swept into the music 

room. I waited nervously for my name to be called. 

As I stepped into the room, the examiner greeted me warmly, telling me not 

to worry, to take my time and relax. Mr Saunders tutted again and raised his 

eyes. He began to play. I raised the flute to my mouth but I couldn’t blow. 

Tears welled in my eyes and I started to choke. Mr Saunders began again, 

pounding the keys in annoyance. I tried to play. It didn’t sound like music at 

all, more like the yowling of an angry cat. I was sobbing as I played. I could 

barely read the music through my tears. 

Just when I thought it couldn’t get any worse, James and Anthony appeared 

at the window, pulling faces and pretending to cry. That was it for me! 

I garbled an apology and rushed out of the room in tears. 

Writing this has made me feel calmer. I didn’t fail that exam because I can’t 

play the flute, I failed because I allowed two no-hopers and a grumpy man 

get to me! First thing tomorrow, I’m going straight to my music teacher to ask 

for a repeat exam. This time, I’ll play so well, I’ll pass with distinction! 

• Discuss what a recount is, explaining that a diary entry is 

only one example. 





text above. 

• Work through the analysis on page 24 with the students. 

• Plan a similar recount, writing ideas for each section of 




the form of a diary entry. 

• Students handwrite their entries, with appropriate 

illustrations around the edge of the page. (Publishing) 

• In groups of five, over one week, students take turns to read 

their diary entries. (Purpose/Audience) 

• As each student reads his/her work, it is displayed for all to 

read. (Display) 

• Each day, the entries can be replaced, putting those from 

the previous day on a large sheet. At the end of the week, 

the five sheets can be joined together as a book and sent to 

other classes. (Purpose/Audience) 

Answers 

Page 24 


2. (a) Who? What? When? Why? 

(b) Who? The writer 

What? last music exam 

When? 23 February 2006 

Why? humiliation 


paragraphing 


to suggest 

passing of 

time; e.g. As 

I played, By 

now 


e.g. swept, 

rushed 



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22 



PRIMARY WRITING

Thursday 23 February 

Terror in the music room 

Never again! That was the last music 

exam I shall ever, ever take! No-one 

will ever make me change my mind. 

I don’t think I even want to touch 

my flute again. I have never been so 

humiliated in my entire life. 

It all started during the rehearsal 

in the main hall, just before I went 

into the music room. Mr Saunders, 

the accompanist, was very grumpy 

with me, treating me like a threeyear-old. 

I’m ten, for goodness 

sake! Couldn’t he see that! I was 

practising my scales and arpeggios 

when the giggling first started. 

I lost my concentration, so Mr 

Saunders tut-tutted. More giggling 

and sniggering. Who was it? I had 

no idea. As I played my pieces, the 

loud laughing started and from the 

corner of my eye I saw James and 

Recount 3 

Anthony from my class, running out 

of the hall. By now, Mr Saunders 

had lost all patience with me. 

He picked up his manuscript and 

swept into the music room. I waited 

nervously for my name to be called. 

As I stepped into the room, the 

examiner greeted me warmly, telling 

me not to worry, to take my time 

and relax. Mr Saunders tutted again 

and raised his eyes. He began to 

play. I raised the flute to my mouth 

but I couldn’t blow. Tears welled in 

my eyes and I started to choke. Mr 

Saunders began again, pounding the 

keys in annoyance. I tried to play. It 

didn’t sound like music at all, more 

like the yowling of an angry cat. 

I was sobbing as I played. I could 

barely read the music through my 

tears. 

Just when I thought it couldn’t get 

any worse, James and Anthony 

appeared at the window, pulling 

faces and pretending to cry. That 

was it for me! I garbled an apology 

and rushed out of the room in tears. 

Writing this has made me feel 

calmer. I didn’t fail that exam 

because I can’t play the flute, I failed 

because I allowed two no-hopers 

and a grumpy man get to me! First 

thing tomorrow, I’m going straight 

to my music teacher to ask for a 

repeat exam. This time, I’ll play so 

well, I’ll pass with distinction! 



Display Copy 



Use the recount on page 23 to answer the questions. 

1. Title 

Why do you think the writer has chosen the title Terror in the music room? 

Publications 


3. Events 

(a) Circle the questions that are In note form, write the events from 

answered in the orientation. paragraph three of the events 

section as they occurred. 

Who? What? When? 

How? Why? Where? 

(b) Answer the questions you 

have circled. 

Conclusion©R.I.C. 

4. 

Write a different conclusion to this recount. 


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24 



PRIMARY WRITING

1. Plan a recount in the form of a diary entry. 

Title 

Orientation 

Events 

Conclusion 




Display Copy 



Blank writing format – Recount 

Title 

Orientation 

Who? Where? When? Why? 

Events 

Conclusion©R.I.C. Publications 


Display Copy 




xv

Writing format checklists 

Student recount checklist 

Student recount checklist 

Title: 

The title is interesting and suggests the topic. 

Orientation: 

Information is provided about: 

who was there 

when it happened 

where it happened 

why it happened 

Events: 

Details about the events are given. 

The events are written in the correct order. 

Conclusion: 

A concluding statement is included. 

A personal comment is included. 

Writing skills: 

Paragraphs show separate sections. 

Words to suggest time passing are used. 

Verbs in the past tense are used. 

Title: 

The title is interesting and suggests the topic. 

Orientation: 

Information is provided about: 

Events: 

who was there 

when it happened 

where it happened 

why it happened 

Details about the events are given. 

The events are written in the correct order. 

Conclusion: 

A concluding statement is included. 



Display Copy 

A personal comment is included. 

Writing skills: 

Paragraphs show separate sections. 

Words to suggest time passing are used. 

Verbs in the past tense are used. 

Name: Date: 

Name: Date: 




ix

RIC-20199 Primary Writing Year 3 – Recounts

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