Sharing Our Recounts

Year 1 | 45 minutes | Class of 26

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National Curriculum Links

English - Writing

• EYFS/Year 1 Writing Focus (DfE Framework):
  Pupils should be able to write simple sentences that can be read by themselves and others, sequencing sentences to form short narratives or recounts. They should use common exception words, punctuation (capital letters, full stops), and discuss what they have written with the teacher or other pupils.
• Reading
  Pupils listen to and discuss stories and poems; they learn to read aloud clearly and confidently.
• Speaking and Listening
  Pupils participate in discussions, ask and answer questions, and give explanations.

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Learning Objectives (WALT)

• WALT: Share our own recounts clearly with classmates, practising confident reading aloud.
• WALT: Listen carefully to others’ recounts and give kind, helpful feedback using sentence starters.
• WALT: Use vocabulary and sentences learnt earlier to describe our picnic adventure recounts.

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Success Criteria

• Speak loudly and clearly so everyone can hear their recount.
• Use full sentences from their recount to tell listeners.
• Listen respectfully when others are speaking.
• Give one positive comment and one polite suggestion to a peer.
• Show confidence reading a short text aloud (own recount).

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Resources

• Children’s completed recount sheets or picture-storyboards from previous lessons
• ‘Talking Stick’ or a soft toy (to indicate whose turn it is to talk)
• Simple feedback sentence starters on colourful cards (e.g., "I liked when you said...", "You could also say...")
• Dyslexia-friendly versions of recounts (clear font, spacing, colour overlays optional)
• Vocabulary word cards linked to the unit (e.g., picnic, friends, food, fun)

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Lesson Outline

Time	Activity	Description	Differentiation & Support
0-5 min	Starter / Recap	“Recall the fun at our Teddy Bear Picnic! Who remembers what they wrote about?” Use vocabulary cards to quickly revise key words.	For EAL & lower ability pupils: display picture vocab, encourage repetition.
5-15 min	Modelled Reading	Teacher shares their own short recount aloud with expression, emphasising clear pronunciation and sentence intonation. Link back to vocabulary and story structure.	Use dyslexia-friendly text, model pointing to words while reading.
15-35 min	Paired Sharing & Feedback Practice	Children share their recounts in pairs with a ‘talking stick’ for turn-taking. After each share, partner uses sentence starters to say one positive comment and one helpful suggestion.	Higher ability children can extend with additional vocabulary or ask questions about their partner’s recount. Provide adult support for pupils with speech/language needs.
35-43 min	Group Sharing	Select 4-5 volunteers to share with the whole class using the ‘talking stick’. Encourage audience to listen and use thumbs up/thumbs sideways for feedback.	Offer encouragement and praise, allow pupils to pass if nervous.
43-45 min	Reflection & Plenary	Recap success criteria. Children say one thing they did well and what they want to work on next time.	Use smiley/sad face cards for non-verbal reflection support for less confident speakers.

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Differentiation Strategies

• For EAL learners: Use picture prompts, sentence stems, peer buddy support, and extra repetition during paired work.
• For SEND/dyslexic pupils: Provide dyslexia-friendly text formats, simplified sentence starters for feedback, allow extra processing time, and use multi-sensory cues (e.g., touching teddy toy when reading).
• For advanced learners: Encourage them to use richer adjectives or adverbs when recounting, or to ask their peer two questions about their story. Offer an extension task (see below).

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Extension Activities

• Children who finish early or need a challenge can illustrate their recount again, adding speech bubbles for the teddy bears or friends describing the picnic.
• Create a short ‘class recount book’ by pairing up children’s recounts and typing/photocopying for the class library. These children can practice reading the book to younger pupils or parents.

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Assessment Opportunities

• Teacher observation of children’s reading fluency, volume, and clarity.
• Listen for use of sentence structure and vocabulary from unit.
• Note ability to give constructive feedback with sentence stems.
• Reflective plenary answers to check confidence and self-awareness of learning.

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Notes for the Teacher

• Create a warm, supportive environment emphasising that all recounts are valued stories.
• Use plenty of praise, especially for effort and courage to share aloud.
• Keep the atmosphere fun by using the teddy bear or talking stick to maintain focus and engagement.
• Incorporate ‘body language’ cues for active listening (e.g., facing speaker, hands still).
• Circulate during paired work to support hesitant children and model feedback examples.

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This plan ensures the lesson remains practical, vocabulary-rich, and reflective of the National Curriculum requirements for Year 1 English speaking, listening, reading aloud, and writing consolidation. It promotes confidence and collaborative learning while embedding prior knowledge with a hands-on, engaging approach.