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Face to Face
ELAR #2
Kindergarten - 2nd Grade
http://go.esc18.net/elarresources
Today’s Goals
Review Figure 19
Define retell & identify teaching
strategies
Differentiate between Better & Best
lessons
Examine the connection between retell
& writing
Create Best lessons
What is Figure 19?
Why is it
important?
Let’s Review
Figure 19D is about __________
What strategies are you using to teach inferencing?
inferencing
What poems have you read to your class recently?
What’s next?
Retell a story
Retell is the oral reconstruction of a story you
have heard or read
In order to retell, students must:
★ activate knowledge of how stories work
★ recall & order information in a
meaningful way
★ make inferences
★ draw conclusionsSource: Reading Rockets; Reed & Vaughn
What is retell?
Retelling is a distinct skill that differs from recalling,
summarizing, and paraphrasing
Relies on the student’s productive language
abilities
Has been shown to be a more effective post-
reading activity for building comprehension than
teacher questioning Source: Reed & Vaughn; Gambrell et al.
What is retell?
Retell → Summary
Retelling provides a foundation for
summarizing. Students must:
★ synthesize information
★ share stories in their own words
★ be aware of text organization
★ discern what is important in a text
★ determine relationships between
ideasSource: Reading Rockets
1. Teach the elements of a good retell
2. Teach vocabulary
3. Explicitly model retelling a story
4. Scaffold support (book→cues→memory)
5. Allow time to practice
6. Provide feedback
7. Extend learning (reread the story, learn new
ways to retell, read related stories) Source: Karen
Haag; Reading Rockets
How do I teach retell?
Elements of Retell
Source: Laura Robb
Setting where & when
Characters & Problems
main character and problemsother characters that connect to main character
Plot important events & rich details in sequencebeginning/middle/end
Solution how were the problems solved
Connections &
Evaluation
feelings, reactions, & connections to the characters/events lessons learned, moral/theme of the story
Presentation
speaking fluency & expressionvocabulary from text
Student Goals★ I can determine what is important to tell when
retelling a story.
★ I can retell the events of a story in sequence.
★ I can tell a story expressively, not using the words from the book exactly, but in my own words and voice.
★ I can retell a story with correct facts.
Source: Karen Haag
Let’s play the
Vertical
Alignment
game!
Figure 19E Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Students
are expected to:
K - retell or act out important events in stories
1st - retell or act out important events in stories in logical order
2nd - retell important events in stories in logical order
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected
to:
Kinder 8A retell a main event from a story read aloud
8B describe characters in the story and the reasons for their actions
1st
9A describe the plot and retell a story’s beginning, middle, and end with attention to the sequence of events
9B describe characters in a story and the reasons for their actions and feelings
2nd
9A describe similarities and differences in the plots and settings of several works by the same author
9B describe main characters in works of fiction, including their traits, motivations, and feelings
Reading TEKS
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding. Students are expected to:
Kinder
6A identify elements of a story including setting, character, and key events
6B identify the big idea (theme) of a well-known folktale or fable and connect it to personal experience
1st
7A connect the meaning of a well-known story or fable to personal experiences
7B explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales.
2nd
6A identify moral lessons as themes in well-known fables, legends, myths or stories
6B compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot
Genre: Fables/Folktales
Retell Lesson★ Teach the elements of a good retell
○ introduce retell poster
★ Teach vocabulary
★ Read the story
tidy porridge slurp wink
Retell Lesson★ Explicitly model retelling a story
○ retelling rope
★ Scaffold support (book→cues→memory)
○ retell with me & the book
★ Allow time to practice
○ practice with partner
○ retelling cards
★ Provide feedback Source: Nancy
Vandenberge
How could
you adapt
this lesson
for your class?
What could you do to
improve this lesson?
Building to a Great Retell
beginning, middle, end
setting, problem and solution
events and facts in sequence
infers to fill in missing information
causes of actions or events and their effects
Source: Reading Rockets
Retell LessonBefore the lesson: Plan comprehension strategies
(Figure 19)establish purpose ask questions
monitor and adjust comprehension make inferences
retell or summarize
make connections
Today we will learn the elements of a retell. We will practice retelling a
story in order with a partner.
Ask: Who are the main characters?What is the problem?
What happened in the (BME) of this story?
Listen to student responses & reread as needed
Ask: What does ___ want? What lesson did ____ learn?
What is the theme of this story?
Retell with partner Ask: What connection can you make to you? Another story?
Retell Lesson★ Teach the elements of a good
retell
○ set purpose
○ introduce retell poster
★ Teach vocabulary
★ Read the story
○ ask questions
○ make inferences
○ make connections
★ Explicitly model retelling a story
○ retelling rope
★ Scaffold support
○ retell with me & the book
★ Allow time to practice
○ practice with partner
○ retelling cards
★ Provide feedback
★ Extend
○ Reread the story
○ Offer new ways to practice
retelling the story
○ Read connecting stories
Retell RAFT
RoleAudienc
eFormat Topic
Singer fans song
Sing a song that tells about Goldilocks & warns kids about
going into someone else’s house
Teacher class puppet showCreate puppets and put on a show about
Goldilocks
Director kids play
Work with some friends to help you act
out the story of Goldilocks
What will this look like in your classroom?
Demonstrating Retell Strategies
With your partner:Read the story
Practice the retell strategy
Be prepared to present your retell using the strategy
Retell Strategy: Retelling Cards
Create cards with pictures, words, or labels
Use cards to assist in retelling the story
Source: Karen Haag,
Pictures: Scholastic
Retell Strategy: 5 Finger Retell
Retell the story using your fingers as guide
1. Who was the story about?2. Where did it take place?3. What happened at the beginning?4. What happened in the middle?5. What happened at the end of the story?
Create an anchor chart for this strategy
Source: University of Pittsburgh School of Education
Retell Strategy: Retell Bracelet
Create a bracelet using a green bead for the beginning, a red bead for the ending and 3 or more other beads for the middle.
As you retell a story, slide a bead from left to right for the beginning and then another bead for each story component.
Supplies: pipe cleaners, beads
Source: Kim Turgeon & Lauren Mitsis
Retell Strategy: S.T.O.R.Y. Retell
Retell using the acronym S.T.O.R.Y.
S - Setting
T - Talking characters
O - Oops! A problem!
R - Resolution
Y - Yes! Woohoo!
Create picture cards for each letter to use as
prompts during the retell Source: Victoria Naughton & MsJordanReads
Building to a Great Retell
beginning, middle, end
setting, problem and solution
events and facts in sequence
infers to fill in missing information
causes of actions or events and their effects
retell important actions or events in a sequence
make inferences to account for events or actions
offer an evaluation of the story Source: Reading Rockets
Determining Importance
What really matters?
Summarize: What are the big ideas? Are there relevant details?
Organize: How can I best order my retell?
Evaluate: What do listeners need to learn from
this story?Is there anything unnecessary?
Lost Dog★ Eight years old★ Eats Kibbles N Bits dog
food★ Black collar
★ Favorite toy is a stuffed shark ★ Likes kids★ Last seen at school
playground★ Has a tag labeled Baxter
★ Wags his tail a lot★ Likes to cuddle★ Likes to hide in small
places★ Knows how to sit and beg★ Loves to ride in the car
★ Smallest puppy in the litter
★ Black collar
★ Last seen at school
playground
★ Has a tag labeled Baxter
★ Likes to hide in small
placesReward
Call 123-456-7890
Lost Dog
As soon as Wolf began to feelThat he would like a decent meal,He went and knocked on Grandma's door.When Grandma opened it, she sawThe sharp white teeth, the horrid grin,And Wolfie said, ``May I come in?''Poor Grandmamma was terrified,``He's going to eat me up!'' she cried.
And she was absolutely right.He ate her up in one big bite.But Grandmamma was small and tough,And Wolfie wailed, ``That's not enough!I haven't yet begun to feelThat I have had a decent meal!''He ran around the kitchen yelping,``I've got to have a second helping!''
Little Red Riding Hood and the Wolfby Roald Dahl, Revolting Rhymes
Then added with a frightful leer,``I'm therefore going to wait right hereTill Little Miss Red Riding HoodComes home from walking in the wood.''He quickly put on Grandma's clothes,(Of course he hadn't eaten those).He dressed himself in coat and hat.He put on shoes, and after thatHe even brushed and curled his hair,Then sat himself in Grandma's chair.In came the little girl in red.She stopped. She stared. And then she said,
``What great big ears you have, Grandma.''
``All the better to hear you with,'' the Wolf replied.
``What great big eyes you have, Grandma.''
said Little Red Riding Hood.``All the better to see you with,'' the
Wolf replied.
He sat there watching her and smiled.He thought, I'm going to eat this child.Compared with her old GrandmammaShe's going to taste like caviar.
Then Little Red Riding Hood said, ``But Grandma,
what a lovely great big furry coat you have on.''
``That's wrong!'' cried Wolf. ``Have you forgotTo tell me what BIG TEETH I've got?Ah well, no matter what you say,I'm going to eat you anyway.''The small girl smiles. One eyelid flickers.She whips a pistol from her knickers.She aims it at the creature's headAnd bang bang bang, she shoots him dead.A few weeks later, in the wood,I came across Miss Riding Hood.But what a change! No cloak of red,No silly hood upon her head.She said, ``Hello, and do please noteMy lovely furry wolfskin coat.''
Little Red Riding Hood and the Wolfby Roald Dahl, Revolting Rhymes
Retell Strategy: Human TimelineWith your team:
★ Summarize the story. ○ What are the big ideas? ○ Are there relevant details?
★ Evaluate which elements are important enough to be included.○ What do listeners need to learn from this
story? ○ Is there anything unnecessary?
★ Line up in sequence to present the retell. ○ How can we best order the retell?
How does retell
support
writing?
Writing TEKS
Students write literary texts to express their ideas & feelings about real or imagined people, events, &
ideas. Students are expected to:
K.14A - dictate or write sentences to tell a story and put the sentences in chronological sequence
1.18A & 2.18A - write brief stories that include a beginning, middle, and end
Oral Retelling → Writing
Think of a meaningful experience
Retell the story across your fingers
Sketch pictures for the BME
Add labels Add short sentences Add detailed sentences
cat
me
I got a cat.
Last Christmas, my parents gave me an orange,
fluffy cat. I named him
Garfield.
Putting it in into Practice
With your partner/team
One person will model, as the others listen:Thinking of a storyRetell with fingersSketch the story with labelsWrite short sentences
What will this look like in your classroom?
Lesson Planning with Figure 19
1. Plan a lesson using a retell strategy you learned
today★ Teach the elements of a good retell (set purpose)
★ Teach vocabulary
★ Read the story (ask questions, make inferences & connections)
★ Explicitly model retelling (pick at strategy)
★ Scaffold support (book→cues→memory)
★ Allow time to practice
★ Provide feedback
★ Extend (reread, new ways to retell, connecting stories)
2. Plan purposeful ways to use all elements of Figure 19 in your lesson
3. Plan a writing lesson
ResourcesReading Rockets
Strategies that Promote Comprehension by Texas Education Agencyhttp://www.readingrockets.org/article/strategies-promote-comprehension
Key Comprehension Strategies that Teach by Texas Education Agency
http://www.readingrockets.org/article/key-comprehension-strategies-teach
National Institutes of HealthRetell as an Indicator of Reading Comprehension by Deborah K. Reed & Sharon Vaughn
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3485692/#R16
MsJordanReadsS.T.O.R.Y. Extensions by MsJordanReads & Victoria Naughton
http://msjordanreads.com/tag/story-retelling/
Meaning Matters5 Retelling Activities to Increase Our Youngest Readers’ Story Comprehension by
Kim Turgeon
http://www.meaning-matters.org/apps/blog/show/18896337-5-retelling-activities-to-increase-our-youngest-readers-story-comprehension-
ResourcesFirst Grade W.O.W
Retelling Stories by Nancy Vandenberge
http://www.firstgradewow.blogspot.com/2012/03/retelling-stories.html
Liketoread.comStrategy Lessons: Retell by Karen Haag
http://liketoread.com/retell.html
Reading Strategies that Work: Teaching Your Students to Become Better Readers by Laura Robb
Keeping It CaptivatingRetell Sticks by Keeping It Captivating
teacherspayteachers.com
University of Pittsburgh School of Education Five Finger Retell by LEADERS Handbook of Early Literacy Strategies and Activities
http://www.education.pitt.edu/EducationalResources/Teachers/LEADERS/TeachingStrategies/FiveFingerRetelling.aspx
Reflect
http://go.esc18.net/reflect
