Critical Reading of Life of a Vet

Primary 4 Unit 2

Life of a Vet

Close and Critical Reading 2

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

Drag and Drop

Language Features:

• ​

Placeholder

her personal experience

• ​

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the sequence of events

• ​

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her knowledge and thoughts

• ​

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her audience directly

Drag these tiles and drop them in the correct blank above

retell

show

convey

address

Let's read the passage together.

Draw

Box (WHEN) (WHERE)

Circle (WHO)

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Drag and Drop

To orientate the reader and recount a series of events

that happened in her clinic, the writer used ​

Placeholder

Drag these tiles and drop them in the correct blank above

present tense

present perfect

past tense

Drag and Drop

To provide comments about the event, such as providing an opinion or stating a fact, the writer used​

Placeholder

Drag these tiles and drop them in the correct blank above

present tense

past tense

past present tense

Drag and Drop

To make connections about a past event to the present event, the writer used​

Placeholder

Drag these tiles and drop them in the correct blank above

present perfect tense

present tense

past tense

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Open Ended

What is the writer’s purpose for doing this?

Other features of the text
(Illustrations)

How does this illustration

help you as a reader in
predicting what the blog

entry may be about?

Open Ended

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

Open Ended

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