Retelling For Comprehension


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  • Retelling For Comprehension

    1. 1. Retelling For Comprehension* *not just for elementary folks
    2. 2. What is Retelling For Comprehension? <ul><li>helps students to focus on their understanding of what they read, see, or hear and challenges then to communicate what they have learned to others  </li></ul><ul><li>can come in the form of oral presentations or a written assignment. </li></ul>Story Retelling Rubrics--includes rubrics for core areas
    3. 3. <ul><li>Any story, fiction or non-fiction, can be retold: </li></ul><ul><ul><li>fairy tales </li></ul></ul><ul><ul><li>news reports </li></ul></ul><ul><ul><li>biographies </li></ul></ul><ul><ul><li>science texts </li></ul></ul><ul><ul><li>historical texts </li></ul></ul>
    4. 4. <ul><li>Any event can be retold: </li></ul><ul><li>play </li></ul><ul><li>movie </li></ul><ul><li>dance </li></ul><ul><li>concert </li></ul><ul><li>science exhibit or experiment </li></ul><ul><li>historical re-enactment </li></ul>
    5. 5. Retelling is when a reader tells the story in his/her own words with great detail. Elementary Retelling Activity Sheet Template
    6. 6. Retelling provides an opportunity for readers to process what they have read, seen, heard, smelled, or touched by organizing it and explaining it to others.
    7. 7. Retelling can occur at anytime [pre, during, post] to test the student’s comprehension of the text or the event.
    8. 8. <ul><li>Comprehension can also </li></ul><ul><li>be reinforced when students retell </li></ul><ul><li>a story or a piece of text using drama. </li></ul><ul><li>A teacher may have students </li></ul><ul><li>act out parts of a textbook </li></ul><ul><li>or a passage in a short story. </li></ul>
    9. 9. <ul><li>R 5 </li></ul><ul><li>a unique, structured independent reading block </li></ul><ul><li>that encourages students to </li></ul><ul><li>R ead, R elax, R eflect, R espond, & R ap </li></ul>. . .and “read” can be changed to Watch, Listen, Touch, Smell, or Do
    10. 10. Purposes of R 5 <ul><li>Build motivation to read </li></ul><ul><li>Increase retelling proficiency </li></ul><ul><li>Enhance metacognitive awareness </li></ul><ul><li>Improve active listening </li></ul><ul><li>Promote a wide spectrum of reading/activities </li></ul><ul><li>Support the use of Comprehension Strategies </li></ul><ul><ul><ul><ul><ul><li>making connections </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>prediction </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>questioning </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>visualizing </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>summarizing </li></ul></ul></ul></ul></ul>
    11. 11. Deconstruct Reconstruct then
    12. 12. QuIP chart * <ul><li>* Questions into Paragraphs </li></ul><ul><li>helps in the deconstruction process by breaking down or synthesizing the content into a new form that requires answering with the same content in a new form </li></ul>
    13. 13. How do you Retell for Comprehension? <ul><ul><li>First, you retell what happened in the story or event in order. </li></ul></ul><ul><ul><li>You include the setting and the characters. </li></ul></ul><ul><ul><li>Your retelling should answer the 5 ws: who, what, when, where and why. </li></ul></ul><ul><ul><li>Include the problem and solution (if applicable). </li></ul></ul>
    14. 14. . . .so, how can retelling for comprehension be assessed? You can create a rubric quickly, easily, and specific to each assignment at:
    15. 15. Have you heard this story from the Seattle Special Olympics? Task Card I
    16. 16. <ul><li>For the 100-yard-dash there were nine contestants, all of them so-called physically or mentally disabled. All nine of them assembled at the starting line and at the sound of the gun, they took off. </li></ul>
    17. 17. But one little boy didn't get very far. He stumbled and fell and hurt his knee and began to cry.
    18. 18. <ul><li>The other eight children heard the boy crying. They slowed down, turned around and ran back to him -- every one of them ran back to him. </li></ul>
    19. 19. One little girl with Down's syndrome bent down and kissed the boy and said, &quot;This will make it better.&quot; The little boy got up, and he and the rest of the runners linked their arms together and joyfully walked to the finish line .
    20. 20. <ul><li>They all finished the race at the same time. And when they did, everyone in the stadium stood up and clapped and whistled and cheered for a long, long time. </li></ul>
    21. 21. <ul><li>People who were there are still telling the story with obvious delight. And you know why? Because deep down we know that what matters in this life is more than winning for ourselves. What really matters is helping others win, too, even if it means slowing down and changing our course now and then. </li></ul>
    22. 22. <ul><li>Assessment Card Specimen </li></ul><ul><li>Name_________________ Selection _______________ </li></ul><ul><li>Told what the story is mostly about. </li></ul><ul><li>Told the main ideas in order. </li></ul><ul><li>Told the most important idea learned. </li></ul><ul><li>Told how the reading changed what the teller believes and how the reader will act . </li></ul><ul><li>Used good Expression </li></ul><ul><li>Proper Mechanics were followed </li></ul><ul><li>TOTAL: </li></ul>Task Card II
    23. 23. Task Card III Let’s apply retelling strategies to non-fiction
    24. 24. Credits Misty of Chincoteague