Presentation on theme: "Effective Instruction in the First Grade Classroom Day 3"— Presentation transcript:
1Effective Instruction in the First Grade Classroom Day 3 Presented by:Diane BussemaKathryn CathermanKRESADeveloped by:Diane BussemaKathryn CathermanStephanie Lemmer
2Setting Group Expectations To make this day the best possible, we need your assistance and participationPlease allow others to listenPlease turn off cell phones and pagersPlease limit sidebar conversationsPlease do not use e mailShare “air time”Active participationTake care of your own needsAttend to the “Come back together” signalReview:SignalActive participationACTIVE PARTICIPATION: Partners (1 and 2)Flag your notebook for Active ParticipationVideo Power Teaching
3Agenda Active Participation Organizing your literacy block Looking at your dataAdvancing Decoding ( Alphabet Principle )Increasing FluencyTeaching for Vocabulary and ComprehensionUsing Learning CentersActive Participation: Handout and Flagging TEData: Error analysisBlock: Flag TEAlphabetic Principle: Advanced decodingFluency: ClozeVocabulary and Comprehension: Read AloudsLearning Centers: Sort,…….,…….,…….,……..
4RtI is… The same end goals or outcomes for all students We may need to modify our teaching :smaller groupreteach the sameconceptmore time on the taskI do oneWe do oneYou do one
5Active Participation READ it WRITE it SAY it DO it ALL MEANS ALL! EVERY STUDENT! EVERY TIME
8Show Time Active Participation Routines Note the active participation procedures that are directly taught to students on your handout.Identify other good instructional practices.Explicit InstructionElementary Video#1
9Work Time Select a story from your basal With a sticky note mark which Active Participation Strategies you will use throughout the weekCode:c=choral p=partner i=individualtps=think, pair, shareThis will be the “week” you will be working with throughout the day. Please note the Read Aloud for that week.
10Let’s Talk Data Oral Reading Fluency Phoneme Segmentation Fluency Nonsense Word FluencyOral Reading FluencyWhat does PSF measure ? When accomplished ? Given activities …What does NWF measure ? Segmenting and blending
11Work Time1. Look at your classlist data and make sure you are progress monitoring the students that did not achieve benchmark during the winter testing period.Sort your progress monitoring data into 2 categories. Students whose data is above the aimline and those who are not.What should the next step be for students who are not making progress?Become a detective ---work backwards do they have AP ……Look carefully …..
1390” Literacy Block Whole Group Instruction Teacher Led 40 min. Small Group InstructionTeacher LedCentersStudent LedLooks like this.Most ideal situation is having an uninterrupted block for each classroom 5 days a weekMost highly qualified staff working with the most struggling studentsMake sure to explain the lower 2 boxesIn schools where the need is great schools have included a Walk to Read component to their literacy instruction. This component is used for intervention time.DifferentiatedHomogeneousFlexibleDifferentiatedCooperative Independent,Pairs
14Whole Group Instruction Grade LevelPurposeful InstructionPerky PaceActive ParticipationConversation in terms of core so vast that paring down/ making the right choices of the critical components will be necessary. Make these decisions based on student data and teacher observation.Active Participation: Examples; Choral Responding, Partners, Think, Pair Share, Thumbs Up, White boards, etc.14
15Small Group Instruction Differentiated-Skill specificHomogeneousFlexibleSmall groups --- older missing long / multi or vowel teams– pull back short quick application to text – kids not reading enoughBEFORE NEXT SLIDE—What does small group instruction bring to mind?15
16What is Quality Small Group Instruction? When is small group instruction delivered?Every day during the reading blockHow to plan for small group instruction?Data is used to identify skill/s to teachResources to teach the skill/s are identifiedGroups are reorganized based on regular progress monitoring dataClassroom management system is establishedData DrivenData: Progress Monitoring, Unit tests, Teacher Observation and any assessment tools used by the district.When we talk about differentiated instruction we are talking about using data to determine skill deficits. Instructing in small skill based groups and evaluating progress toward the goal frequently. This is also now called the RTI model. These skill based interventions need to be recorded.Small group=Differentiated instruction=RTIBasal16
17What is Quality Small Group Instruction? How should lessons be designed?-Coordinated with the core program-Consistently structured-Explicit and Systematic-I Do It, We Do It, You Do It-Provides appropriate levels of scaffolding as children learn to apply new skills/strategies-Utilizes active engagement strategies-Delivered by the most highly qualified teacherActivity, What does the word Intervention bring to mind? Capture your thinking on paper.Participants share words / phrases orally. ADD MORE TO THIS NOTEScaffolding:???????????17
18Centers Requires a management system Differentiated Pre-taught Provide direct practiceGroup, pair, cooperative, individualAcademically engagingAccountability18
19Center CriteriaAll work activities need to be aligned to instruction and focus on literacy work and are centered around the five essential components of reading instruction Even though an activity appears in your basal program’s Teacher’s Manual, it may not be powerful or appropriate for every child. ASK…. Is this activity one that will make the child read better?Work Station and Anchor activities need to have a definable purpose and there needs to be accountability.Questions to ask?Are children practicing what has been taught?Are children about to read the words required to do the activity?Are more capable children doing more advanced work?Are children focused on the learning from the activity or on thematerials they are using?Are children “doing” things to keep them busy, or are theydoing something that serves a purpose for them?
20Teacher Plan for Small Group Instruction 40 minutes will devoted to whole class core curriculum50 minutes will be devoted to small group instructionMTWTHFG1HR25minutesG2SR1510G3LRHR=High riskST=Strategic riskLR=Low riskHere is an example from a Kindergarten class.40 minutes will be devoted to whole class instruction using the core curriculum for initial instruction (ii)The next 50 minutes of my 90 minute block will be devoted to learning centers and differentiated instruction.Remember, Group 1 is the group at highest risk so I will work with them every day for 25 minutes.Group 2 is the group that needs some extra support so I will work with them everyday, alternating between 15 and 10 minutes.Group 3 was the group at low risk so I will work with them every day alternating 10 and 15 minutes.
21Additional Instruction 30 minute in addition to the 90” blockPull out programStudents in the low strategic rangeStudents in the intensive rangeTitle One teachers and paraprofessionalWalk to ReadStudents in all ranges of instructionClassroom, Title One, Specials Education and paraprofessionals
22Work TimeCreate a chart that shows how your block is currently set up. Include any additional supports you have.Using your classes’ data determine which strands should be taught whole group.For each of your small groups determine what you should teach. Select one group and layout a week’s lessons.Model on doc cameraKathryn will explain
23Alphabetic Principle Based on two parts: Alphabetic Understanding. Letters represent sounds in wordsPhonological Recoding. Letter sounds can be blended together and knowledge of letter -sound associations can be used to read/decode words.What do your students do with words like ?catch slide treat boilAnalyze--- can they decode ? Segment and blenddo they know chlong vowel silent evowel pairs , consonsant blends , oi
24Sound by Sound Blending LETRS Module 7 CD-ROM Presenter's Kit4/15/2017Sound by Sound Blendingt ra in126.96.36.199.4.6.Write t and ask what sound ? ( /t/ )Write r and ask what sound ? ( /r/ )Write ai (point with 2 fingers) and ask what sound (/ai/)Slide finger under trai blend it ( /trai/ )Write n and ask what sound ? ( /n/ )Slide finger under train blend it ( /train/ )Slide finger under the word rat and ask what word ? (train)Decoding regular words—use the printed letters to retrieve the sounds associated with those letters– m a tAbout 50% of English words are completely regular.• Additive blending can be used with students who need support in remembering the sounds that are blended to make a word. Follow the steps to illustrate this blending technique.• You may choose to use the overhead in the Overhead Masters folder of the LETRS Module 7 Presenter’s Kit to illustrate this technique as you work through additive blending. The overhead is more realistic, as you can start with a blank page.Demo with words from 2nd grade basal
25LETRS Module 7 CD-ROM Presenter's Kit Continuous Blending4/15/2017frown188.8.131.52.Point to the f and elongate the “sound”.Point to the r and elongate the “sound”.Point to the ow and elongate the “sound”.Point to the n and elongate the “sound”.Slide finders under the whole word to blend the word.• Hierarchy Scaffoldingelongation
26teach Whole Word Blending Point to the letter t an say : /t/ With two fingers, point to the letters and and say: /eee/.With two fingers point to the letters ch and say : /ch/.Point just to the left of teach and say: Let’s read this word. Then quickly sweep your finger under the whole word and say teach.Pg 222 CoreModel portion-How would you use these blending routines to help your classroom teachers ?Point to the word tape on the board. Say: Today I am going to show how to sound out words that end with the letter e. Watch me blend the sounds in the first word.Lead-We do it -- rakeCheck- You do it- gameShort quick put together
27Vowel Combination Key Word ay say ai rain au sauce er her ir bird ur turnarfarmoivoidoyboyortorneedeepoafoamouloudowlow, downoomoon, bookeameat, threada-emakeo-ehopei-esidee-ePeteu-euseVowel Combinations- most students know consonant sound many have not yet mastered the sounds of vowel combination – diagraphs and diphongsCommon sounds for high frequency vowel combinationsMajor and minor sounds for ow low downOo moon , bookAccurate promActive participation- model and repeatDo a 10 sec with your partner
28Advanced Decoding Reading Multisyllabic Words Why do we need to teach advance decoding ?Many big words occur infrequently, but when they do occur they carry much of the meaning and content of what is being read.Cunningham, 1998Shift gears
29Reading Multisyllabic Words Grade 1 – students are reading mostly 1 & 2 syllable words Grade 2- students are reading mostly 2 & 3 Grade 3- longer multisyllabic words appear in textWhen to teachThe inability to read multisyllabic words as long been recognized as a stumbling block for students with reading difficulties.Doc camera- example of student missing long words
30Suffixes look jump shout looks jumps shouts looking jumping shouting lookedjumpedshoutedWrite the word “look” make is say “looks” cross out the “s” and make it say “looking”
31Work Time Pick the next story in your basal. Select words where suffixes can be applied.Write a routine that could be used to teach the suffix routine.
32Oral Reading Fluency Error Analysis Process of diagnosing a child’s readingBased on analyzing when a child reads orallyUsing unfamiliar textRecord common miscuesIn order to complete an error analysis you should have the student read at least 100 words.
33Common Reading Errors Substitutions I see the word. I see the worm. Omissions She went school.She went to schoolInsertions She saw a scary cat.She saw a cat.What the student said on topWhat the text says on bottom
34Common Reading Errors Self Corrects He went to tent…town. He went to town.Repetitions He had a beach ball, a beach ballHe had a beach ball.3 second rule/ Told I like his …… ( 3 sec.) TI like his kindness.
35What type of errors?Is it a single error pattern or does it cut across multiple word attack skills?Can you address the errors informally or do you need a more formal intervention program?
36Error Analysis Sheet what when √ pine pin √ bead bed √ want wanted √ Actual Student Error Error Error Error OtherWord Responsesight word CVC(e) letter com. pre/suffix multisyl.what when √pine pin √bead bed √want wanted √kitten kite √This sheet would be used by the classroom teacher in order to get a quick understanding of where the student’s difficulty might be?02/06/08
37We are not expecting you to be using this chart We are not expecting you to be using this chart. This type of analysis would be done by your reading specialist.
38Connected Text error patterns: Missing prefixes, suffixes or endingsTrouble decoding larger and/or multi-syllable wordsDifficulty with articles (a, the, an)Confusion of the “wh” or “th” words.Skipping wordsAdding wordsSubstituting wordsLetter-sound correspondence errorsBlending errors
39Work TimeLook at the students’ Progress Monitoring that were below the aim line.Choose one child’s booklet. Analyze the errors. You may need to use more than one selection in order to have enough reading to analysis.Share with your partner.With your partner plan a change in instruction for this child.
40Fluency: reading quickly , accurately, and with expression Combines rate and ______________Requires ______________Includes reading with _____________Fluent readers make their message understood. They read in phrases, respect the intonation patterns in syntax, and communicate with the listener.Speed must be adequate (minimal), but processing the meaning during reading and phrasing the text are more important indicators of fluency.Prosody- is the appropriate use of intonation and phrasing, or reading with expression.Accuracy is the ability to read with correctlyRate is the speed at which text is readAutomaticity is quick and accurate recognition of letters and words.AccuracyAutomaticityprosody
41What the Research Says About Fluency Focus attention on decodingAlter attention to accessing the meaning of individual wordsMake frequent word reading errorsHave few cognitive resources left to comprehendFocus their attention on understanding the textSynchronize skills of decoding, vocabulary, and comprehensionRead with speed and accuracyInterpret text and make connections between the ideas in the textAsk participants which box is nonfluent and which is fluent—to empty box
42Factors Effecting Fluency Proportion of words in text that are recognized as “_____________”.Sight words include any word that readers have practiced reading sufficiently often to be read from memory.” (Ehri, 2002)2. Speed of ____________ strategies used to determine the pronunciation of unknown words.Sight wordsDecoding
43Providing Fluency Instruction Teacher Modeling- echo- choral- clozePaired Reading-repeated readings:3. Individual PracticeGood fluency instruction includes these strategiesPut your finger on the one that you think is over usedIn a few minutes you will be practicing these strategies from stories in your basals
44Cloze Reading Benefits All students are reading. Lots of reading practice is occurring.The teacher is modeling fluent reading with expression.The technique provides good practice when all students need to be focused and the materials need to be read quickly.It provides excellent practice for reading story problems, directions, and instructional items.Also built in scaffolding for lowest performing students
45Cloze Reading Procedures The teacher reads a little materials, then stops and has the students read the next word.The teachers selects words that have the most meaning within a passage for the students to read.It two words go together ( yellow bus, United States), the teacher selects the second word for student reading.Excellent practice for reading initial part of a chapter or when you need to read something quickly.)
46Small Group* Pose pre reading question * Tell students to read a certain amount * Ask them to reread material if they finishearly (eternal review) * Monitor students’ reading. Have individuals whisper read to you. * Pose post reading question.1 inch voiceHow do you keep them going in a small groupWhat do these groups look like
47Silent Reading Benefits Students can read material silently before oral reading so that they will be more accurate and confident.Students have an opportunity to practice their decoding skills on unknown words.All students are practicing reading . However unless good instructional procedures are used , there will be a number of “silent reading fakers”.Excellent practice for reading initial part of a chapter or when you need to read something quickly.)What is the correction procedure (PALS)Before oral readingSSR How to monitor ??? is the accountable Silent fakersReader that is at riskELL studentsStudents that finish earlyOff task behaviors
48Silent Reading Procedures Teacher indicates the amount to be read silently.Realizing that there will be early finishers, the teacher directs early finishers to re-read the material silently (eternal review).The teacher tells students that they will be whisper reading to the teacher when she touches their book or back.Pose pre reading question * Tell students to read a certain amount * Ask them to reread material if they finishearly (eternal review) * Monitor students’ reading. Have individualswhisper read to you. * Pose post reading question.
49Practice Practice Practice Repeated Reading Repeated reading of text is an effective ways to improve fluency.Hot Timingone minute timing after practicing at least 3 timesCold Timingone minute timing without prior practicePractice Practice PracticeThe practice piece can be done in a number of different ways—-student might whisper read to a partner-student might whisper read to themselves-student might reread and each time teacher times them and graphs the result-student might choral read with the teacher
50Fluency Practice Practice…. Study your notes a minute different ways of practicing fluencySix Solution -
51Work Time With your partner choose a story from your basal . Make a week long plan for the story using the appropriate fluency strategy.Strategies could include: echo reading, choral reading, cloze, partner reading, and /or repeated reading.
54What is Listening Comprehension ? Language Backgroundability knowledgeLays the fountain for children to later be able to “___________ what they read, ___________what they read, and ________________with others about what they read”National Institute for Literacy, 2001Pretty overlapping with vocabularyUnderstand remember communicateMore than just asking questions to assess students understanding.Effective comprehension instruction includes helping students to become more metacognitive readers –they will monitor meaning and fix it up when they don’t understand.
55Before ReadingTeach the meaning of critical, unknown vocabulary words.Teach or activate any necessary background knowledge.Preview the story or article. Use the title for stories and subheadings, graphs and charts for articlesWe are going to focus on teaching critical vocabulary.Talk about the importance of activating/teaching prior knowledge.Talk about how to preview a narrative and expository text.
56Understanding Different Types of Text Expository textsNarrative Textstell storiesfollow a familiar story structureIncludes short stories,folktales, myths, legends, autobiographies, fantasies, biographies, science fiction,playsexplain informationtell about topicsprovide a framework for comprehension of content-area textbooksinclude informational books, newspapers, magazine, cataloguesImportant parts of an effective reading programA good sense of the organization of narrative and expository text helps the reader remember what they readNarrative text- tell stories and usually follow a familiar story structureListening to and reading both types of texts helps students:Comprehend a variety of written materialsBuild & extend background knowledgeDevelop vocabularyMake connections to real life experiences
57Predicting Narrative Text Expository Text Read the title. Predict what the story will be about.Expository TextRead the title. Predict the contentRead the introduction. “What will we learn in this passage?”Read the headings and subheadings. Predict the content.Read the summary.PredictionHole in the TubHondo & Fabian—non exampleBats Love Night
58How to choose words to teach? Low-frequency words: technical wordsTier 3Importance, Utility,Instructional potentialWords to teach:high-frequency, high-utilityTier 2Basal will frequently select Tier 3 words for instruction when really a quick example and picture will be enough instructionEmphasis in tiers shift through the grades and content area being taughtKnown, common words: nounsTier 1(2002). Bringing words to life: Robust vocabulary instruction.
59Selecting Tier 2 Words Frequently encountered Crucial to understanding main idea of the textNot a part of the students’ prior knowledgeREMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward.(Beck, McKeown, & Kucan, 2002)Select words that are not part of the students’ prior knowledge.Select words that are critical to understanding the main idea.Select words that are unlikely to be learned independently.59
60Vocabulary Instructional Strategies Explicit Instruction: Anita ArcherQuick Teach: Kevin FeldmanFast Mapping: Modeled by Anita Archer
61The bold faced words Sensitive Threatened Alert Scale Directions SwivelAt the first grade level most vocabulary is taught through Teacher Read Alouds.In addition to trade books that you might use your basal has Teacher Read Aloud selections that focus on high level vocabulary that is not in student reading materials at this stage of skill acquisition.Think a Loud-On doc camera- Write notesAll boldface words don’t need to be taughtLittlePairedNo teaching at allExplicit instruction
62Which words should I teach? SensitiveThreatenedAlertScaleDirectionsSwivelWoodchuckDangersForestUsualSurroundedFrightenedWolvesImaginedArgueSolveAgreedExtra-hungryMarvelousSeventhFourthFifthTenthDisappointmentFartherFinallyDartedSolutionExpectingDisappearedPloppedMoaningTerrificDistantAdmitI Do/We DoI Do=First 3 lines thinking aloudWe Do=Second 3 lines with partnerYou Do= Last lines by selfCheck We Do with our thinkingCheck You Do with partnerShare out
63Work TimeSelect a story from your basal that you will be teaching in the next few weeks.Look at the bold-faced words. Determine which words will be explicitly taught, quickly taught and those that you might not teach at all.Read the story and identify additional words that you will teach explicitly or quick teach.I would partner up and choose 2 stories so that you will have 2 plans completed.
64Explicit Teaching -Instructional Routine- Introduce the wordPresent a student-friendly explanationIllustrate the word with examplesCheck students’ understandingAnita ArcherPronunciation-break apart-clapStudent friendlyCan include non examples if this helps with understanding-graceful/not gracefulUnderstandingCLOZEWord from Harry the Dirty Dog
65Instructional Teaching Routine Step 1. Introduce the word.Write the word on the board.Threat en2. Give students the correct pronunciation. Then Repeat it together chorally.Introduce the word with me“This word is Threaten. What word_____?”
66Instructional Teaching Routine Step 2. Provide the meaning of the word with a student-friendly explanation. Tell students the explanation. Present the explanation with me. “to say that you will hurt someone if they don’t do what you want is to threaten them.”com‧pas‧sion [uncountable]a strong feeling of sympathy for someone who is suffering, and a desire to help themcompassion for compassion for the sickfeel/show/have compassion Did he feel any compassion for the victim of his crime?with compassion Lieberman explores this sensitive topic with compassion.I was shocked by the doctor's lack of compassion.
67Dictionary verses Student Friendly ThreatenDictionary: To utter threats against something or someone.Student Friendly: To say that you will hurt someone if they don’t do what you want.
68Creating a Student Friendly Explanation Ask your self, “When do I use this word?” “Why do we have this word/”Use everyday language to explain the meaning of the word.Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.Try to include something, someone, or describes in your explanation to clarify how the word is used.This gets you thinking in the right direction
69Help with Student Friendly Explanations English Language Learners’ DictionaryAsk your self, “When do I use this word?” “Why do we have this word/”Use everyday language to explain the meaning of the word.Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.Try to include something, someone, or describes in your explanation to clarify how the word is used.
70Work Time With your partner: Write student friendly explanations for all the words you plan to explicitly teach.Write explanations for all the words you plan to quickly teach.If you finish one word con
71Instructional Teaching Routine Continued Step 3. Illustrate the word with examples.a.) concrete examplesb.) visual examplesc.) verbal examplesPresent the examples with me.“To tell a friend that you will punch them if they don’t let you ride their bike is to threaten them.”“To tell a friend you will tell the teacher if they don’t give you their pencil is to threaten them.This is the last step in the Quick Teach routine. In the Quick Teach words can be taught using 1 or 2 examples.
72Examples and Nonexamples Purpose: To help students better understand the meaning of the word.Choose examples that show a range of the word’s meaningChoose nonexamples that are close to being examples of the word’s meaningIf you are a MiBLSi school you have used examples and non examples to teach behavior expectationsContainer: garbage can, cardboard box, drawer, glass vase.Select a set of Negative examples—Rule out incorrect generalizations.When possible, negative and positive examples which are exactly alike except forNon examples should be used when there is an obvious antonym for the word. If non examples are not easy to develop they should not be used or should be reserved for step 4 (checking for understanding.
73Work TimeWork with your partner to create examples and or nonexamples for the word/s that you have chosen explicit and quick teaching.This is the hardest part and gets easier over time.
74Instructional Teaching Routine Continued Step 4. Check understandingOption #1. Ask Deep processing questions.Check students understanding with me.“Tell you partner a time when you have beenthreatened?”
75Step 4 Continued Step 4. Check understanding Option #2. Have students discern between examples and non-examples.Check students understanding with me.“Would you feel threatened if a friend told you to bring a snack to school for or they would beat you up of the way home?”“ Would you feel threatened if you were invited to a friend’s birthday party?”Always provide an example of the word first then a nonexample.
76Step 4 Continued Check students understanding with me. Step 4. Check understandingOption #3. Have students generate their own examples.Check students understanding with me.“ Tell you partner something that might make you feel threatened.”
77Work TimeUsing at least one of your vocabulary words develop an activity to check for understanding.
78Keys to Remembering Vocabulary Multiple exposuresDefinitional informationSufficient amount of instructional timeActive engagementWhat are methods of good vocabulary instruction ?Read ItWrite ItSay ItDo It
79Explicit Vocabulary Routine Anita Archer Explicit Vocabulary Instruction2nd grade WolfExplicit Instruction websiteElementary VideosVideo #4Use the vocabulary routine worksheet to take notes. Be prepared to share out.
80Show Time Instructional Routine for Vocabulary Did the Teacher:Introduce the word?Present a student-friendly explanation?Illustrate the word with examples?Check Students’ Understanding?Provide this handout to be used during viewing the video.
81Fast MappingFast Mapping is an instructional strategy that involves briefly telling students the meaning of words that are not being explicitly taught in order to improve comprehension.
82Fast Mapping Anita Archer Wolf Play a portion of video-5”List the words that AA chose to Fast Map and what she saidJot down the words that AA chose to Fast MapWhip Around or Pass
83Show Time Instructional Routine for Vocabulary List the words that Anita Archer chose to Fast Map. Make sure to jot down what she said to explain the word.Be prepared to share outUse Active Participation of Whip Around or Pass
84During Reading Strategies First ReadingAsk appropriate questions that focus on literal understandingSecond ReadingAsk questions that require metacognitive thinking.Who, What, When, Where
85Thinking AloudModel what good readers do to help monitor their understanding of what they are readingModel :How you picture in your mind what ishappening in a storyHow you stop and summarize what has happenedHow you reread certain partsHow you regularly make predicationsDemo with read aloudHandout # 1 Think Aloud Prompts KTRA
86After Reading Strategies Model the use of graphic organizers to enhance comprehension and text structureEngage students in discussion that promotes higher order thinking skillsProvide vocabulary practice.
87RetellTeachers can use retelling to assess comprehensions and to guide students toward a deeper understanding of a story.As a reader becomes more competent, their retellings become more sophisticated.Paired retelling sessions are even more effective if they are interactive, with the listener providing feedback.Notes:Retell: The student should start with the main idea of the story. Then they should follow with details from the beginning, middle and end of the story. These details should be written/told in the correct sequence of the story. A conclusion sentence should be written restating the main idea of the story.
88Levels of Retell Emergent Level Focus on event listing and sequencing Introduce basic story elementsEarly Fluent LevelHelp students apply the basic story elements in oral and written retellingsIndentify main events that lead the main character from the problem to the outcomeModel and guide retelling events in sequence and integrating story elements, using story mapsFluent LevelIntroduce plot summary-retelling key events in chronological orderPractice to refine sequencing and story elements in retellingCORE pg 641
89Retell Rubric Provides 2 or fewer details Provides 3 or fewer details Provides 3 or more details in a meaningful sequenceProvides 3 or more details in a meaningful sequence that captures a main ideaThis is the rubric that is being applied to retell for Dibels Next
91Wanted Language Arts Learning Centers Why : So you have time to hold small groupsWhat : Must pertain to a big idea and students must have knowledge of the skill. Provides practice to make skills automatic.How : Must have excellent classroom management. Introduce one at a time with preteach .Ad in the newspaper