1. 5/24/2015 1 Riding the Comprehension Wave Maximize Students’ Success on Oral and Written Retellings Paula Assadi Linda Kimmel March 13, 2010

2. 5/24/2015 2 Goals of this Workshop Improve your understanding of the developmental progression necessary for teaching retelling Acquire two to three more strategies that you can implement to help your students be successful with oral and written retellings

3. What the Research says about Retelling “Retellings are powerful tools because they are one of the most authentic techniques you can use for both instruction and assessment.” “By studying the students’ retellings, you can gain insights into their thinking, organizing and general understanding of what they have read or listened to.” –Literacy, Helping Children Construct Meaning J. David Cooper with Nancy D. Kiger, 2003 5/24/2015 3

4. Pretelling “The importance of pretelling lies in the cognitive abilities required to retell a story. In order to retell a story, a child must be able to think backward in order to recall the events in the story; then the child must be able to think forward in order to put the events of the story in sequential order.” The Power of Retelling: Developmental Steps for Building Comprehension by Vicki Benson & Carrice Cummins 5/24/2015 4

5. Guided Retelling “…retelling with illustrations and with story props are critical foundational steps for learning retelling. These strategies help children build story structure and gain story language.” The Power of Retelling: Developmental Steps for Building Comprehension by Vicki Benson & Carrice Cummins 5/24/2015 5

6. Guided Retelling with Illustrations 5/24/2015 6

7. Story Retelling Bookmark 5/24/2015 7

8. Story Map 5/24/2015 8

9. Story Map Retelling 5/24/2015 9

10. 10 Summaries vs. Retellings “A summary captures the main ideas in a text. Unlike a retelling that includes most of the writer’s message, a summary outlines main points while avoiding extraneous details and elaborations.” -Using Pictures Books to Teach Comprehension Strategies, Joanne Zimmy, 2008

11. Summarizing vs. Written Retellings Much of the research is focused on summarizing. Because of this, most of the research we read was focused on summarizing. We believe that retelling is an extension of summarizing and that similar skills are used to do both. 5/24/2015 11

12. Summarizing Research “A summary is a synthesis of the important ideas in a text. Summarizing requires students to determine what is important in what they are reading, to condense this information, and to put it into their own words.” –Put Reading First The Research Building Blocks for Teaching Children to Read K-3, 2001 Summarizing “is a complex task that requires strong comprehension and higher-level thinking.” Comprehension Shouldn’t Be Silent, 2007 5/24/2015 12

13. Written Retellings Research Writing a retell “requires children to recall and restructure materials into their own form, a process requiring deep understanding of text content.” http://www2.scholastic.com/browse/article.jsp?id=3743 “You can learn how students identify important information, make inferences and summarize information.” Literacy – Helping Children Construct Meaning, 2003 5/24/2015

14. Skills Needed to Summarize Understanding Text Structures Determining Importance Selecting the Main Idea & Important Details Making Connections Generating Questions Analyzing the Information Visualizing –Comprehension Shouldn’t Be Silent By Michelle Kelley & Nicki Clausen-Grace 5/24/2015 14

15. Determining Importance 5/24/2015 15

16. About Point Strategy 1. Read a paragraph. 2. Identify the topic by asking “What’s this paragraph about?” 3. Then ask, “What important point is the author making about the topic?” 4. Summarize the information by writing a sentence. 5/24/2015 16

17. About Point Graphic Organizer 5/24/2015 17

18. About Point Summary 5/24/2015 18

19. Let’s Try It! 5/24/2015 19

20. Making Connections Using a Knowledge Chart 5/24/2015 20

21. Summary from Knowledge Chart Notes 5/24/2015 21

22. Story Frame 5/24/2015 22

23. Time Order Words Sample

24. Written Retellings with Fiction Pass Around Retell Each person has his own sheet of paper. Students begin writing a retell of the story on their own paper for 1 minute. When the timer rings, the papers are passed to the right. New writer reads the paper and adds to the retell. The process continues. 5/24/2015 24

25. 3 rd Grade Pass Around Retell of “The Lion and the Mouse ” 5/24/2015 25

26. 5/24/2015 26 Main Idea Chart Adapted from SQ3R Use with non-fiction text Helps students determine important information that they should get from a reading selection and to use this information to write a summary.

28. 5 th Grade Main Idea Chart

29. 5 th Grade Summary

30. Let’s Try It!

31. 5/24/2015 31 Assessing Summaries

32. Retelling Assessment Sheet 5/24/2015 32

33. Retelling Assessment Sheet for Informational Text 5/24/2015 33

34. Now You Can Go Out and Ride the Comprehension Wave With Your Students! 5/24/2015 34

35. Bibliography Armbruster, Bonnie B.; Lehr, Fran; Osborn, Jean. Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3. Center for the Improvement of Early Reading, 2003. Benson, Vicki, and Cummins, Carrice. The Power of Retelling Developmental Steps for Building Comprehension. Chicago: Wright Group McGraw-Hill Carr, E., L. Aldinger, and J. Patberg. Teaching Comprehension : A Systematic and Practical Framework with Lesson and Strategies. New York: Scholastic, 2004. Ganske, Kathy, Monroe, Joanne K., Strickland, Dorothy S. Supporting Struggling Readers and Writers Strategies for Classroom Intervention 3-6. Newark: Stenhouse Publishers, 2002. Hoyt, Linda. Revisit, Reflect, Retell Strategies for Improving Reading Comprehension. Portsmouth: Heinemann, 1999. J. David Cooper with Kiger, Nancy D. Literacy Helping Children Construct Meaning. Boston: Houghton Mifflin, 2003. Kelley, Michelle J. and Clausen-Grace, Nicki. Comprehension Shouldn’t Be Silent From Strategy Instruction to Student Independence. Newark: International Reading Association, 2007. Richardson, Jan. The Next Step in Guided Reading. New York: Scholastic, 2009. Voyt, MaryEllen and Echevarria, Jana. 99 Ideas and Activities for Teaching English Learners with The SIOP Model. Boston: Pearson, 2008. 5/24/2015 35