ES3+Activities+and+Resources

= How does retelling look in other grades? (developmentally) (Jennifer) =

Ten Key Benefits of Attending
> Learn to use retelling as a way to strengthen memory and help students remember key concepts in all subject areas … Discover practical applications to make retelling an effective cross-curricular tool > Discover a variety of research-based, practical strategies to increase students’ comprehension of both fiction and nonfiction text … See how fluency increases as students become more reflective and responsive > Bolster spoken and written vocabulary … Look forward to richer more descriptive writing from your students … Help your students build relationships as they increase their listening and presentation skills > Help students feel more eager to write by using retelling to help recall facts and events … Have students experience how retelling gives them a blueprint for success … See how you can use drama to help students learn story elements and nonfiction structure > Make retelling strategies work for RTI Tier 1 and 2 interventions to support all learners … See how concepts and activities can be adjusted so all students can be more successful > Receive a variety of ready-to-use graphic organizers that provide you and your students with options for expressing ideas … See how using stories and nonfiction frameworks can promote greater confidence and competence in reading and writing > Help students learn processes to make partner work positive and productive … Learn ways to set up partnerships so that “talking time” is prime “learning time” … Use Readers Theater to develop presenting proficiency > Use retelling strategies to reinforce your instructions so that students are more successful in following directions and completing assignments … Help students remember what they hear and read
 * 1) **Promote Greater Recall in All Subject Areas**
 * 1) **Increase Comprehension and Fluency in Fiction and Nonfiction Text**
 * 1) **Improve Spoken and Written Vocabulary**
 * 1) **Boost Students’ Motivation and Confidence in Writing**
 * 1) **Discover Practical Ways to Assist Students in Summarizing, Sequencing Events, Recalling Details, and Categorizing Information**
 * 1) **Receive Ready-to-Use Graphic Organizers and Story Ideas**
 * 1) **Learn Specific Routines to Make Students Effective Retelling Partners**
 * 1) **Build Student Success in Following Directions and Successfully Completing Assignments**
 * 1) **Select from a Variety of Practical Ways to Assess Retelling Proficiency**
 * 2) Acquire easy-to-use methods to assess retelling skills … Learn how to set criteria with your students so they can give effective feedback to themselves and their peers
 * 3) **Receive an Extensive Resource Handbook**
 * 4) Each participant will receive a comprehensive handbook specifically designed for this seminar … Included in the handbook are ideas for activities, blackline masters, student samples and resources you can immediately use with your own grades K-3 students

Here's another tip: If you're an intermediate teacher, ask your K-2 colleagues how they teach retelling. As a school-wide coach, I discovered that often upper-grade teachers are unaware of what children studied before arriving at their classroom doors. Retelling is usually the comprehension part of primary assessment. K-2 teachers have done a great deal of the legwork teaching retelling by the time students reach the third grade. In the upper grades, teachers can then build on what students already know.

Background
Students at a young age need to begin experiencing retelling stories. Once a story is read to them, they should be encouraged to retell the events that occurred in the story. This activity should start during kindergarten, when students can use predictable text, such as //The Three Little Pigs// or //Brown Bear, Brown Bear, What do You See?//. Older students can also benefit from retelling stories, using more complex texts such as //The Diary of Ann Frank//. The importance of retelling stories is that it allows students to learn to organize and describe events, which enhances reading comprehension. Story retelling provides ELLs an opportunity to analyze stories and build oral language as they acquire related vocabulary (Schienkman, 2004). Using pictures to retell a story can be highly beneficial to second language learners. It provides visual support that [|scaffolds] comprehension as ELLs learn new vocabulary. Retelling stories helps ELLs begin to understand sequence, plot, and characterization as they build vocabulary and comprehension skills. But most important of all, it provides the fundamental skills ELL students need to begin retelling stories on paper.

= How does curriculum address and when does it address retelling? How can we adapt the curriculum to increase student's critical thinking and problem solving? (Erin) =

Activities:

 * Research Literacy By Design Curriculum to find when/where the standard is addressed
 * Research Reading A-Z for resources that could be used to teach the standard
 * Find additional resources/ideas on the internet that could be adapted/used in my classroom
 * Research the Florida Center for Reading Research website/materials

**Literacy By Design Resources**
These resources address Retelling/Summarizing and Sequencing within the LBD curriculum Determining Importance Determining Importance-Purpose for Reading Synthesize-Sequence
 * http://olp.literacybydesign.com/lbdolp/content/RLR_RSCK_002_olp.pdf
 * http://olp.literacybydesign.com/lbdolp/content/RLR_SKMK_T02_014_olp.pdf
 * http://olp.literacybydesign.com/lbdolp/content/RLR_RSCK_010_olp.pdf
 * http://olp.literacybydesign.com/lbdolp/content/RLR_SKMK_T10_094_olp.pdf
 * http://olp.literacybydesign.com/lbdolp/content/RLR_RSCK_015_olp.pdf
 * http://olp.literacybydesign.com/lbdolp/content/RLR_SKMK_T15_144_olp.pdf

**Reading A-Z**
[|Retell Chart][|Main Idea and Details E-Chart] [|Main Idea and Details Ladder][|Sequence Events Chart][|Summary Chart]
 * Graphic Organizers for grades K-2

[|Main Idea and Details Ladder][|Sequence Events Chart I][|Sequence Events Chart II][|Sequence Events Chart III][|Summary Chart][|Summary Outline][|Supporting Details Web]
 * Graphic Organizers for grades 3-6


 * Book List for Reading A-Z that tells which books/worksheets/lesson plans focus on Main Idea & Details and Sequencing
 * http://www.readinga-z.com/booklisting/


 * Sample for a Wordless Book from Reading A-Z that students could use to retell the story:
 * [|Up and Down]
 * Same book as above...first worksheet is a graphic organizer focused on Main Idea...can be projected too (as well as the book) to do as a whole group lesson.[|Worksheets]

**Florida Center For Reading Research:**
http://www.fcrr.org/curriculum/PDF/GK-1/C_Final.pdf

Retelling Poem

When you read a story It has more than only one part Title, author, introduction Are just a few to start Setting, character, problems, And events Are parts of a story too Solution and ending finish it up Let me retell this story to you

= How does retelling look for narrative/non-fiction/expository? (Crystal) =

Resources:
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Expository-
​Research in early childhood classrooms reveals an overwhelming emphasis on narrative texts (Duke, 2000). Duke found that students in classrooms she observed spent on average only 3.6 minutes with informational text per day. Another observational study conducted by Fisher and Heibert (cited in Moss, 2004) revealed that strategies for reading expository text were not modeled at all in primary literacy classrooms. As children enter upper elementary school, they are unprepared to deal with the increasing comprehension demands. In fact researchers (Hall, Sabey, McClellan, 2005) feel that this neglect of expository text in the primary grades may be a major contributor to the decline in reading achievement after third grade. Effective use of expository texts in early childhood classrooms may help to minimize what researchers have referred to as the "fourth-grade slump." Preparing children to comprehend expository texts is integral to success in later schooling and beyond.

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How does retelling look in whole group/small group/pairs/individually? (Crystal)

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** What creative ways can they retell besides just talking? (Holly) ** Research indicates that retelling increases both the quantity and quality of what is comprehended. Teachers can use retelling as a way to build silent reading fluency and to measure comprehension. Having a student retell allows a teacher to assess a student’s understanding. Retelling allows teachers to gain insight into what a student views as important and also how the student organizes information. A checklist of what is to be covered is helpful as the student retells the text. This strategy can determine whether the student knows the main idea, can make inferences, identify concepts, make generalizations, and connect to the text . Hansen explains in her introduction that “retelling incorporates several of the research-based strategies recommended in the NRP report, such as using graphic organizers, identifying story structure, and summarizing text. But if students' retellings are to be assessed effectively, teachers need to instruct retelling in such a way that the students can retell what they have read in a logical, sequential manner.”  This is a great way to teach retelling stories. Children are prompted to use shapes to drag over text to show where setting, characters, problem, solution and events in the story. They are then shown the shapes again and asked to retell the story. Teachers can print the stories and shapes to practice in class. Teach your class how to story retell with this fun interactive game. [] Webquest for Kindergarten- The Hat By: Jan Brett-focuses on retelling and sequencing events through inteactive technology. [] Webquest for Kindergarten-Mrs. Wishy Washy-students engage in a webquest designed to let them read and retell the story with a partner. []
 * Activities:**
 * Retelling using technology:**

**A Story Treasure Hunt** A class selects a well-known fable or folktale. The plot is simplified into a sequence of events that can be transcribed onto cards with short sections of the tale on each. Students hide the cards out of sequence throughout the school or classroom. A treasure map showing the exact location where all the cards are hidden, is given to another class (Or, with clues, one card can lead to the next). Groups of students must find the cards and assemble them in correct order. The treasure is finding the WHOLE story. Two classes can trade treasure hunts by putting the stories on two different-colored cards. The treasure hunts can go on simultaneously and, when each class has found the other's story, they confirm it by assembling it, learning the plot and sending representation. Using the PA system like an old time radio show, have classes create a story broadcast at a special time each week for the whole school to hear. This could also be an ongoing project. Use a tape recorder for rehearsal so that students can hear how the program will sound. The show could have a magazine format, featuring interviews with teachers, student stories or poetry, or discussion of the latest school issues.  One person begins a tale and stops after a few sentences. The next person picks up the story thread and continues it, then stops. Next person adds to it and so on until the tale comes to a resolution. The story could begin with a pre-selected title or subject to guide the improvisation. Try recording the story circle on a tape recorder for later listening.  **Puppets:** Puppets provide a dramatic way to communicate goals and values of a story. Using puppets in the classroom allows [|children] to explore the various ways of retelling and comprehension in their own creative way. It provides a creative outlet for students to express the emotions and feelings being told and taught in the story. As students build their confidence this learning experience will be found to be engaging and most importantly fun! **Graphic Organizers:** Examples: Story Maps, Story Strips Graphic organizers are a helpful way to organize information. Graphic organizers are helpful because: 1. They help you understand how things go together. 2. They help you remember information better. 3. They make it easier to write your final draft. 4. They help organize any type of writing.
 * Old Time Radio Show **
 * Story Circle **

When the visuals are completed, the teller stands behind the Paper Bag Theater and begins telling the story while pulling out the appropriate visuals to support the story line. ||
 * REALIA:**
 * **Paper Bag Theater** ||
 * Students illustrate a key setting from a story on the front of a paper lunch bag. They then illustrate and cut out drawings that represent characters and elements of the setting that the readers believe will make the story more interesting to a listener.
 * **Story Bag** ||
 * Students collect realia representing key points in the story and place them in a bag. They then use these real items as storytelling props. For example, a Story Bag for Cinderella might have a cleaning rag, a high-heeled shoe, a pumpkin, and a clock. ||
 * **Storytelling at the Overhead** ||
 * Students use overhead transparencies to draw the characters and setting elements from a favorite story. They then stand at the overhead to do their retelling, using the visuals they have created. ||
 * **Wearable Art** ||
 * Younger students really enjoy wearing storytelling aprons, storytelling vests, and storytelling hats. The apron and vest can be made from felt with minimal amounts of sewing. The storytelling hat can be made by taking any suitable hat and covering the dome with sticky-back Velcro strips. ||

When dramatizing literature stories, children engage in greater comprehension of stories, psychologically connect to characters, authentically sequence events and retell stories, use more elaborate language, and immerse themselves in the literary elements (i.e., plot, setting, characters) (Christie, 1987; Dansky, 1980; Galda, 1984; Guttman & Frederiksen, 1985; Pellegini & Galda, 1982; Silvern, Taylor, Williamson, Surbeck, & Kelley, 1986). Burns, Griffin, and Snow agree that sociodramatic play gives children the opportunity to "develop language and literacy skills, a deeper understanding of narrative and their own person responses to stories" (Burns, Griffin, & Snow, 1999, p. 72). The following are sociodramatic play ideas for primary classrooms (K-3).
 * Dramatic Play:**

-Literature-based sociodramatic play can occur at a designated place or center in the primary classroom where children can enact the retelling of favorite stories. They may use simple props in a drama area, which includes a stage with curtains. Stage areas can be created by stapling decorative children's bed sheets to a wall to resemble stage curtains, or a curtain rod can be hung near a wall to allow curtains to actually open and close as the drama unfolds. -Another way to create background settings for literature stories is by using an overhead projector. The children or the teacher can make pre-made scenes. The children use the transparencies to move from scene to scene, setting to setting. Primary children also may create their story settings on SmartBoards and reenact the retells of their chosen book

[] [] [] http://www.bridgew.edu/Library/CAGS_Projects/TPALINGO/web%20page/srclass.htm (one teacher's approach to teaching retelling) [] (professional article on retelling) http://www.wrsd.net/literacy/retelling.cfm (focus lessons for retelling) [] []
 * Resources: **

How do you format to have children collaborate with each other? Activities

> Reference curriculum (LBD/MI2/Text Talk/Making Meaning) to see when retelling is introduced and how it is introduced. Interview other teachers across grade levels on retelling practices (building/district wide) Google search articles/lessons for retelling practices. Research strategies for cooperative and collaborative learning. Research different resources to produce retelling (media/writing/book making/puppets/magnetic story boards) Collaborate with other teachers (building/district) to plan when/how retelling will be addressed in the classroom through reading curriculum. > Resources

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KCK/ACT Standards

Curriculum (Past and Present)


 * Literacy By Design


 * Math Investigations


 * Text Talks


 * Making Meaning

http://www.wrsd.net/literacy/retelling.cfm (focus lessons for retelling) http://www.bridgew.edu/Library/CAGS_Projects/TPALINGO/web%20page/srclass.htm (one teacher's approach to teaching retelling) Reading A-Z (lessons, books, graphic organizers, etc.) www.edhelper.com http://polsellikindergarten.tripod.com/Comprehension%20Strategies/Planting%20a%20Literacy%20Garden.htm (has rubric for retelling) https://umdrive.memphis.edu/bjcmmngs/public/Models.pdf (professional article on retelling) www.hubbardscupboard.com www.scholastic.com District Literacy Pacing Guide School Data (MAP, formative assessments, state assessment) Articles that discuss retelling/summarizing strategies
 * Animated Alphabet