Retelling Evidence-Based Strategy Lesson

LITR 3130 B, Spring 2013, Audra Howard, Shelonda Ingram, & Jessica Moebs

Name of the literacy area: Reading Comprehension

Name of the strategy: Retelling

Purpose of the strategy (not purpose of the lesson): The purpose of the strategy is to provide an opportunity for students to share what they have read, provide practice in reviewing the story and retelling it in sequence. It also helps to develop oral language skills.

CCGPS or GPS for the content area (required even for ELA): LD 5. Children will begin to develop age-appropriate strategies that will assist in reading.

Learning Objective related to the CCGPS or GPS content area (required even for ELA): Students will use the retelling strategy to assist in reading.

ELA CCGPS – related to the strategy: LD 5 f. Dramatizes, tells and retells poems and stories.

ELA Learning Objective – related to the ELA CCGPS and the strategy: Students will use character sticks, a reader’s theatre, and a graphic organizer to retell the story, The Interrupting Chicken, to demonstrate reading comprehension and an application of the retelling strategy. LITR 3130 B, Spring 2013, Audra Howard, Shelonda Ingram, & Jessica Moebs

Implementation Procedures:

Presentation/Explicit Instruction -“You all just used a form of retelling to explain to me how to make a peanut butter and jelly sandwich. You used what you already knew about making a sandwich and explained the steps for how to make it. Retelling means to tell again. This is when we recall main events in a story and tell them again in our own words. Can anyone think of another way that we retell? What about when Miss Chris asks you to tell what happened in a story after she has read it? For example, if I asked Decatur to tell me what happened in the beginning, the middle, and the end of the story, The Three Little Pigs he would tell me the main events of the story in his own words. That is retelling, and that is what we will be doing. Today, I will be reading the book, The Interrupting Chicken. I will read the story once through, and then you all will help me tell the story a second time using pictures. I want you to pay close attention because you will be retelling this story by drawing pictures of what happened in the beginning, the middle, and the end of the story. Then, you will dictate your work to me and I will record it on the lines beside your drawing. Retelling is a way for us to make sure that we understand and can remember what happened in the story.” -Read the book to students, asking them throughout the reading questions such as, “How do you think Papa chicken feels about little red chicken interrupting the story?” “Do you think little red chicken is going to interrupt this story, also?”

Structured Practice/ Exploration -“I told you all that you will be drawing pictures to retell the main events that occur at the beginning of the story, the middle of the story, and the end of the story. I am going to show you how I want you to do this. You will be given a sheet, just like the one I have, here. Look at the pictures on my paper. Can you guess which story I was retelling? The Three Little Pigs. In the box labeled, beginning, I drew the Big Bad Wolf blowing down the first little pig’s home that was made of straw. In the box labeled, middle, I drew the Big Bad Wolf blowing down the second little pig’s home that was made of sticks. In the box labeled, end, I drew a picture of the Big Bad Wolf trying to blow down the third little pig’s home made of bricks, but he couldn’t blow it down. By drawing these pictures and telling you all about my drawings, I am retelling the story of The Three Little Pigs.

Guided Practice -Students will be working together to retell the story in order of how the events occurred. We will have a reader’s theatre where one student is chosen to play the part of Papa chicken and a second student plays the part of the little red chicken. In order to be sure that all other students are engaged, I will hand five students a stick with a picture of the little red chicken and five students a stick with a picture of Papa chicken. The students will be instructed to hold up their character stick when it is that character’s turn to speak. This will ensure that all students are actively involved in the lesson and that the students are familiar with the story before moving on to the independent practice. -“I want Student A to come to the front of the room and be the Papa chicken. Student B will be playing the part of the little red chicken. Even if you were not given a part, you need to be paying close attention because you all will be helping one another retell this story. I will begin reading the story. Then, I will turn it over to my two helpers up here to tell the story. The ones of you with character sticks will be holding up your sticks when it is that character’s turn to LITR 3130 B, Spring 2013, Audra Howard, Shelonda Ingram, & Jessica Moebs

speak. For example, if I have a stick with Papa chicken, I will be holding up that stick when it is his turn to speak. If I have a stick with the little red chicken, I will hold up my stick when the chicken begins to interrupt his Papa’s story. Are there any questions?” -“What was the first story that the Papa chicken told little red chicken?” -The guided practice will be whole group, so I will give feedback that is addressed to all students so that if there are any misunderstandings, I can clear it up for all students. -Students will be raising their hands to answer questions and I will only be calling on the students who have “quiet hands.” This will make it easier to get an idea of which students are able to recall main events in sequence. It will also make it easier to give feedback that is directed towards one student’s response/behavior, while addressing the whole class.

Independent Practice -Students will be given a graphic organizer, a small bag of crayons, and a pencil. They will be instructed to first write their name and then to draw pictures in the boxes labeled, beginning, middle, and end, and will then retell the story to me and I will record their dictations on the lines provided beside each box. -Students will be self-assessing their own comprehension and recalling the order of events in order to draw the pictures and retell the story. LITR 3130 B, Spring 2013, Audra Howard, Shelonda Ingram, & Jessica Moebs

Research Article

Summary/ Abstract:

“The objective of this study is to reveal how well summarizing strategies are used by Grade 4 and Grade 5 students as a reading comprehension strategy. This study was conducted in Buca, Izmir and the document analysis method, a qualitative research strategy, was employed. The study used a text titled ‘Environmental Pollution’ and an ‘Evaluation Criteria Form’. The maximum sampling method was used to obtain data from 246 students from 6 different schools. The first language of the participants in the sample was Turkish. Students were asked to summarize the text ‘Environmental Pollution’ and their summarizing strategies were evaluated. The summaries were then assessed and codified as follows: surface summarizing, relating to the subject and writing the very same text again, paraphrasing the main idea, diverging from the main idea, and missing the main idea. In general we found that students made insufficient use of summarizing strategies.” LITR 3130 B, Spring 2013, Audra Howard, Shelonda Ingram, & Jessica Moebs

Reference Page

Pearson Custom Education: Developing literacy: LITR 3130. New York: Pearson Learning Solutions.

Howard, A., Ingram, S., Moebs, J. (2013). Graphic Organizer. Unpublished graphic organizer, Valdosta State University, Valdosta, GA.

Susar Kirmizi, F., & Akkaya, N. (2011). A Qualitative Study on the Use of Summarizing Strategies in Elementary Education. Hacettepe University Journal Of Education, 41267-277.

Stein, D. (2010). Interrupting chicken. Somerville, Massachusetts : Candlewick Press.

Interrupting chicken by david ezra stein [Web]. (2012). Retrieved from http://www.youtube.com/watch? v=4_nkQ5qkkm8

Jacobs Joseph. (n.d.). Retrieved from http://www.youtube.com/watch?v=Olo923T2HQ4