Presentation on theme: "Face to Face ELAR #2 Kindergarten - 2nd Grade"— Presentation transcript:
Face to Face ELAR #2 Kindergarten - 2nd Grade
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 conclusions Source: 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 ideas Source: 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 problems other characters that connect to main character Plot important events & rich details in sequence beginning/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 & expression vocabulary 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 tidyporridgeslurpwink
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 Lesson Before the lesson: Plan comprehension strategies (Figure 19) establish purposeask questions monitor and adjust comprehensionmake 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 RoleAudienceFormatTopic Singerfanssong Sing a song that tells about Goldilocks & warns kids about going into someone else’s house Teacherclasspuppet show Create puppets and put on a show about Goldilocks Directorkidsplay 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 places Reward Call Lost Dog
As soon as Wolf began to feel That he would like a decent meal, He went and knocked on Grandma's door. When Grandma opened it, she saw The 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 feel That 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 Wolf by Roald Dahl, Revolting Rhymes Then added with a frightful leer, ``I'm therefore going to wait right here Till Little Miss Red Riding Hood Comes 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 that He 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 Grandmamma She'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 forgot To 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 head And 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 note My lovely furry wolfskin coat.'' Little Red Riding Hood and the Wolf by Roald Dahl, Revolting Rhymes
Retell Strategy: Human Timeline With 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 labelsAdd short sentencesAdd 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 story Retell with fingers Sketch the story with labels Write 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
Resources Reading Rockets Strategies that Promote Comprehension by Texas Education Agency Key Comprehension Strategies that Teach by Texas Education Agency National Institutes of Health Retell as an Indicator of Reading Comprehension by Deborah K. Reed & Sharon Vaughn MsJordanReads S.T.O.R.Y. Extensions by MsJordanReads & Victoria Naughton Meaning Matters 5 Retelling Activities to Increase Our Youngest Readers’ Story Comprehension by Kim Turgeon youngest-readers-story-comprehension-
Resources First Grade W.O.W Retelling Stories by Nancy Vandenberge Liketoread.com Strategy Lessons: Retell by Karen Haag Reading Strategies that Work: Teaching Your Students to Become Better Readers by Laura Robb Keeping It Captivating Retell 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 iveFingerRetelling.aspx
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