Critical Reading of Life of a Vet

We are learning that/to:

• identify the features of texts that recount.

• the verb forms used in the text show the

relationship between events.

• the words, illustrations and organisation of a

text work together to communicate meaning.

Personal recounts

Personal recounts

• How is it organised?

Personal recounts

• How is it organised?

•Orientation

Personal recounts

• How is it organised?

•Orientation

Introduces what the recount is about, e.g., What happened?
Who are involved? (main characters)

Personal recounts

• How is it organised?

•Orientation

• Record of events in
chronological order

Introduces what the recount is about, e.g., What happened?
Who are involved? (main characters)

Personal recounts

• How is it organised?

•Orientation

• Record of events in
chronological order

Introduces what the recount is about, e.g., What happened?
Who are involved? (main characters)

Series of actions/events described in the order that they happened

Personal recounts

• How is it organised?

•Orientation

• Record of events in
chronological order

• Comment

Introduces what the recount is about, e.g., What happened?
Who are involved? (main characters)

Series of actions/events described in the order that they happened

Personal recounts

• How is it organised?

•Orientation

• Record of events in
chronological order

• Comment

Introduces what the recount is about, e.g., What happened?
Who are involved? (main characters)

Series of actions/events described in the order that they happened

Author’s reflection, opinions or
thoughts about the event

Personal recounts

• How is it organised?

•Orientation

• Record of events in
chronological order

• Comment

• A recount is generally written in the past tense.

Introduces what the recount is about, e.g., What happened?
Who are involved? (main characters)

Series of actions/events described in the order that they happened

Author’s reflection, opinions or
thoughts about the event

Personal recounts

• How is it organised?

•Orientation

• Record of events in
chronological order

• Comment

• A recount is generally written in the past tense.

What are the language features found in ‘Dogs and Escalators Don’t Go Together!’ ? What other features make you understand the text better?

Introduces what the recount is about, e.g., What happened?
Who are involved? (main characters)

Series of actions/events described in the order that they happened

Author’s reflection, opinions or
thoughts about the event

Language features

The author uses the first person pronoun and different
verb forms and tenses to:
• retell her personal experience
• show the sequence of events
• convey her knowledge and thoughts
• address her audience directly

Language features

The author uses the first person pronoun and different
verb forms and tenses to:
• retell her personal experience
• show the sequence of events
• convey her knowledge and thoughts
• address her audience directly

Let’s see how she does this in different parts of her recount:
• orientation
• record of event(s)
• comment

Other features of the text
(Illustrations)

How does this illustration

help you as a reader in
predicting what the blog

entry may be about?

Other features of the text
(Notice)

Compared to a paragraph of text, how does this notice make it easier for
you to understand the
writer’s message?

Let’s practise.

Read the blog post ‘Doctor Orders a Warm Bath’.

1) Identify the different parts of the recount:

• Orientation
• Record of events in chronological order
• Comment

2) Identify and explain why different verb forms are used in
describing each part of the text.

3) Explain how the illustrations support the text.

Let’s reflect on our learning.

Think about:
• three things you have learnt about the features of texts that

recount

• two things you have learnt that you would use in your

reading or writing

• one question you have about what you have just learnt