Retelling For Comprehension
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Transcript of Retelling For Comprehension
Retelling For Comprehension*
*not just for elementary folks
What is Retelling For
Comprehension?• 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
• can come in the form of oral presentations or a written assignment.
Story Retelling Rubrics--includes rubrics for core areas
Any story, fiction or non-fiction, can be retold:
• fairy tales• news reports• biographies• science texts• historical texts
Any event can be retold:
• play• movie• dance• concert • science exhibit or
experiment• historical re-enactment
Retelling is when a reader tells the story in his/her own
words with great detail.
Elementary Retelling Activity Sheet Template
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.
Retelling can occur at anytime
[pre, during, post]to test the student’s comprehension of
the text or the event.
Comprehension can also be reinforced when students retell
a story or a piece of text using drama. A teacher may have students
act out parts of a textbook or a passage in a short story.
R5
a unique, structured independent reading block
that encourages students to
Read, Relax, Reflect, Respond, & Rap
. . .and “read” can be changed to Watch, Listen, Touch, Smell, or Do
Purposes of R5
• Build motivation to read• Increase retelling proficiency• Enhance metacognitive awareness• Improve active listening• Promote a wide spectrum of reading/activities• Support the use of Comprehension Strategies
making connections prediction questioning visualizing summarizing
QuIP chart *
*Questions into Paragraphshelps 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
How do you Retell for Comprehension?
•First, you retell what happened in the story or event in order. •You include the setting and the characters. •Your retelling should answer the 5 ws: who, what, when, where and why.• Include the problem and solution
(if applicable).
rubistar.4teachers.org
. . .so, how can retelling for comprehension be assessed?
You can create a rubric quickly, easily, and specific to each
assignment at:
Have you heard this story from the
Seattle Special Olympics?
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.
But one little boy didn't get
very far. He stumbled and
fell and hurt his knee and
began to cry.
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.
One little girl with Down's
syndrome bent down and kissed
the boy and said, "This will make it
better." The little boy got up, and
he and the rest of the runners
linked their arms together and
joyfully walked to the finish line.
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.
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.
Assessment Card Specimen
Name_________________Selection _______________ Told what the story is mostly about. Told the main ideas in order. Told the most important idea learned. Told how the reading changed what the teller believes and how the reader will act . Used good ExpressionProper Mechanics were followedTOTAL:
Let’s apply retelling strategies to
non-fiction
Creditshttp://classroom.jc-schools.net/read/
RETELLING.pdf
http://voicethread.com/share/512083/
Misty of Chincoteague