Retelling the Text

1. Retelling the Text March 2011 Clark

2. Content Objectives • Discuss the importance of retelling. • Write the prerequisite skills for retelling. • Understand how to scaffold retelling instruction. • Discuss available tools and strategies to use in the classroom. • Understand the students’ role in retelling.

3. Why teach retelling?First “rung” on the ladder … page 1

4. “It is restating the essence of text or an experience in as few words as possible or in a new, yet efficient, manner. It can be done in writing, but also orally, dramatically, artistically, visually, physically, musically, in groups, or individually. Summarization is one of the most underused teaching techniques we have today, yet research has shown that it yields some of the greatest leaps in comprehension and long-term retention of information.” from Summarization in Any Subject by Rick Wormeli

5. Marzano Categories of Instructional Strategies that Affect Student Achievement

6. Life Skill Examples • Adult – Summary report for a boss • Student – Retelling the basics of the latest movie seen over the weekend or the latest music video

7. What kind of retelling instruction is appropriate for primary students? Intermediate students?Second “rung” on the ladder … page 2

8. STATE STANDARDS: Standard 1 - Reading: The student reads and comprehends text across the curriculum. Benchmark 4: The student comprehends a variety of texts (narrative, expository, technical, and persuasive). TREASURES: Grades K- 3.1 = RetellGrades 3.2 – 5 = Summarize

9. Expectations Primary Modeling Think Alouds Discussion Oral Retelling Scripting Drawing Group Writing Intermediate Compares and Contrasts BEST retellings Creates Look-Fors Writes retellings

10. Modes of Learning Listening Speaking Reading Writing Receptive Expressive

11. What are some prerequisites for retelling?Third “rung” on the ladder … page 3

12. Prerequisites for Retelling Success • Experiences with text • Vocabulary • Skills: • Sequence • Determining the importance of information (Main idea/details) • Elements of Fiction • Text Structure of Expository Text

13. Experiences with Text

14. Vocabulary

15. Determining Importance of Information vs

16. Sequence • Beginning, Middle, End • Signal Words ~then ~next ~finally • Time Order Words ~first ~second ~last

17. Is Information 100% True

18. Expository Text Structure • Cause/Effect • Compare/Contrast • Description • Sequence • Problem/Solution

19. Elements of Fiction:Characters, Setting, Plot (Problem/Resolution), Theme

20. How do we scaffold retelling instruction?Develop Language Oral WrittenFourth and fifth “rungs” on the ladder

21. Modes of Learning Listening Speaking Reading Writing Receptive Expressive

22. Beginning Steps … “Talking the Talk” - Oral retelling - Develop academic language

23. Picture Prompts • Treasures Retelling Cards (K-2) • Overhead picture prompts • Character posters • Creating picture cards

24. Tools for Retelling Story Frames Story Summary with one character included Our story is about _________________________________. _________ is an important character in our story. _____________ tried to _________________. The story ends when __________________. Important idea or plot In this story the problem starts when _________________ __________. After that, ______________________. Next, __________. Then, ________________________. The problem is finally solved when ________________________. The story ends ___________. Setting This story takes place ________________________. I know this because the author uses the words “____________________”. Other clues that show when the story takes place are _____________________________________ . Character Analysis ____________________ is an important character in our story. __________ is important because ____________ . Once, he/she ___________________. Another time __________________________ . I think that _________________ (character’s name) is ____________________ (character trait) because ________________________ . Character comparison _______________ and ______________ are two characters in the story. ___________________ (character name) is _________________ (trait) while ___________________ (character name) is _________________ (trait). For instance, __________________tries to ___________ and _______________ tries to ______________________ . _______________ learns a lesson when __________________________________________________.

25. Graphic Organizers

26. Text Frames for Retelling Story Frames Story Summary with one character included Our story is about _________________________________. _________ is an important character in our story. _____________ tried to _________________. The story ends when __________________. Important idea or plot In this story the problem starts when _________________ __________. After that, ______________________. Next, __________. Then, ________________________. The problem is finally solved when ________________________. The story ends ___________. Setting This story takes place ________________________. I know this because the author uses the words “____________________”. Other clues that show when the story takes place are _____________________________________ . Character Analysis ____________________ is an important character in our story. __________ is important because ____________ . Once, he/she ___________________. Another time __________________________ . I think that _________________ (character’s name) is ____________________ (character trait) because ________________________ . Character comparison _______________ and ______________ are two characters in the story. ___________________ (character name) is _________________ (trait) while ___________________ (character name) is _________________ (trait). For instance, __________________tries to ___________ and _______________ tries to ______________________ . _______________ learns a lesson when __________________________________________________.

27. Other Strategies • Color coding paragraphs in the article to match the color coded sentences in the retelling. • Numbering or using Linking cubes instead of color coding. • Kagan retelling cubes.

28. Don’t Stop Here

29. Research-based Instruction:Comparing/Contrasting RetellingsSixth “rung” on the ladder

30. Marzano Categories of Instructional Strategies that Affect Student Achievement

31. Reading Across Texts

33. What is the students’ role in creating criteria for the BEST retelling?

34. Retelling Look-Fors • Is the written information accurate? • Does the retelling provide the “gist” of the author’s message? • Is there a topic sentence that represents a big idea with details that support that idea? • Are the details in the proper sequence? • Do the sentences hang together or are they just random details from the text? • Do the details represent the whole passage in narrative text instead of being from just one paragraph or part of the selection? • If narrative text, are the main characters represented? Does the retelling explain what the character(s) experienced? SAMPLE

35. Instructional Process for “BEST” Retelling Practice • Read the selection • Students write retellings • Teacher analyzes student papers and pulls sample papers to discuss • With students: • Compare and contrast papers • Determine needed improvements • Create/review criteria (Look-Fors) for best retellings • Students improve the retellings

36. Instructional Process for “BEST” Retelling Practice • Read the selection • Students write retellings • Teacher analyzes student papers and pulls sample papers to discuss • With students: • Compare and contrast papers • Determine needed improvements • Create/review criteria (Look-Fors) for best retellings • Students improve the retellings

37. Retelling Look-Fors • Is the written information accurate? • Does the retelling provide the “gist” of the author’s message? • Is there a topic sentence that represents a big idea with details that support that idea? • Are the details in the proper sequence? • Do the sentences hang together or are they just random details from the text? • Do the details represent the whole passage in narrative text instead of being from just one paragraph or part of the selection? • If narrative text, are the main characters represented? Does the retelling explain what the character(s) experienced?

38. Instructional Process for “BEST” Retelling Practice • Read the selection • Students write retellings • Teacher analyzes student papers and pulls sample papers to discuss • With students: • Compare and contrast papers • Determine needed improvements • Create/review criteria (Look-Fors) for best retellings • Students improve the retellings

39. Classroom created Look-For Chart

40. Instructional Process for “BEST” Retelling Practice • Read the selection • Students write retellings • Teacher analyzes student papers and pulls sample papers to discuss • With students: • Compare and contrast papers • Determine needed improvements • Create/review criteria (Look-Fors) for best retellings • Students improve the retellings

41. How does instruction move beyond the test format?Seventh “rung” on the ladder

42. Reflect/Retell Today’s Presentation Thinking about what you have already done with retelling instruction, what will you add or change when you return to the classroom?