Weekend Recounts Focus

Overview

In this lesson, students practise sharing what happened on their weekend using a short, structured recount. They build on Lesson 14 by using the same familiar structure, aiming for clear, short phrases to tell peers what they did and what they saw.

Learning intentions

• Students will share ideas about a weekend using short, clear phrases.
• Students will contribute key details to a structured recount (who/what I did, what I saw, how it ended).
• Students will listen to a peer’s recount and identify a key detail.
• Students will use a simple beginning writing tool (sentence starter) to record part of their recount.

Success criteria

• I can say a short phrase about my weekend.
• I can use the weekend recount structure to share 2–3 key details.
• I can listen and point to one key detail in a peer’s recount.
• I can copy or complete a sentence starter about my weekend.

Curriculum links

• Literacy — Interacting with others: use short phrases to present an idea or object to peers.
• Literature — Creating literature: retell an event from a preferred or familiar short text (with structure and sequencing).
• Literacy — Creating texts: create short texts to record ideas and events using familiar words and beginning writing knowledge.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and routine Teacher greets students and displays a “Weekend Recounts” visual board (3 picture boxes: Me, I did/We did, I saw/It was like). Students sit in a circle and show a thumbs-up if they are ready to share.

2. 5–15 min · Model: structured weekend recount Teacher models a think-aloud recount with actions and gestures (no more than 3 short phrases), using sentence starters on a chart:

• “On the weekend, I…”
• “I saw…”
• “Then…” / “After that…”
• “It was…” Teacher emphasises clarity: short phrases, one idea at a time, and pointing to the correct picture box as they speak. Students repeat key phrases chorally and practise pointing to each picture box as the teacher says it.

3. 15–22 min · Shared practice: partner turn-taking Teacher explains turn-taking rules: “My turn to talk, your turn to listen.” They demonstrate with two students or a puppet. Students practise with a partner: Partner A shares 2 phrases using the starters while Partner B points to the matching picture box and repeats one phrase back.

4. 22–34 min · Small-group recount build Teacher places students into groups of 4 and gives each group a “Weekend Recount Strip” with 3–4 blank boxes (students can use picture symbols or teacher-provided word cards). Students work through the boxes: each student adds one detail (e.g., I played outside, I visited Nana, I saw a cat). Teacher circulates and prompts for clarity with question stems:

• “What did you do?”
• “What did you see?”
• “What happened next?” Students add their detail by saying it aloud first, then choosing a matching icon/word card and placing it.

5. 34–45 min · Share with the class (teacher-led checks) Teacher calls on 6–8 students to share using the structure, keeping each share to 10–15 seconds. Students listen and hold up a listening card. After each share, the class answers one simple question: “Which box did they talk about?” (e.g., I saw…).

6. 45–55 min · Record: sentence starter drawing + copy Teacher provides each student with a mini worksheet: “My Weekend Recount.” Students choose one drawing from a set or draw their own picture in the first box, then complete one sentence starter:

• “On the weekend, I ____.” or “I saw ____.” or “Then ____.” Teacher supports beginning writing with options: trace/copy first letter, use word cards, or dictate a teacher-written version for students who need it. Students draw and complete one sentence starter, using familiar words where possible.

7. 55–60 min · Exit ticket: quick speaking check Teacher holds up a single picture prompt card (e.g., park, family, pet, play). Students respond with a short phrase: “On the weekend, I…” (or “I saw…”), speaking to the teacher as they leave.

Resources

• Weekend Recount visual board (3–4 picture boxes)
• Sentence starter chart with simple prompts
• Weekend Recount Strip (group activity sheets)
• Icon/picture cards and a small set of word cards (e.g., play, visit, saw, went, then, after)
• Listening cards for students
• Mini worksheets: My Weekend Recount (one drawing + one starter line)
• Crayons/markers, pencils
• Optional: classroom puppet or two speaking props for modelling

Assessment

• Teacher observation during partner practice: can the student use short phrases and the correct box/prompt?
• Teacher listening check during class sharing: identifies whether the student’s recount includes a clear key detail.
• Exit ticket: student delivers one short phrase using the sentence starter structure.

Differentiation

• Support:
• Provide sentence starter strips and word/icon cards to reduce language load.
• Use gestures and picture boxes so students can point while speaking.
• Allow students to respond with 1–2 phrases only (minimum expectation) before adding more details.
• EAL/SEN:
• Use consistent structures across lessons and repeat key model phrases.
• Permit non-verbal responses first (pointing to the correct box), then add spoken phrase.
• Offer teacher scribing or tracing first letters for writing tasks.
• Extension:
• Students who are ready add a fourth box detail (“It was…” or “I felt…”), using an appropriate starter.
• Engagement:
• Keep shares brief and frequent to include all 20 students within the time.