Retelling
The students will be able to retell a text; beginning, middle and end, while using key details to determine the theme in a text heard or read.
Essential Question
Why is it important to be able to retell a story?
Grade(s):
- Kindergarten
- 1
- 2
- 3
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
- A book for read-aloud (Could be a book that students are familiar with, or it could be a new book. It should have a clear beginning, middle and ending.)
- Chart Paper
- Markers
- Grade level books for students to read during independent/partner reading time.
Lesson Progression
- Students will begin the lesson on the carpet. The teacher will explain the importance of being able to retell a story in order to recalling key details from the story and determining the theme of that story that they read or heard.
- The teacher will introduce the story chosen for the read-aloud and provide a brief summary of the book. The teacher should conduct a ‘sneak peek’ of the book with the class, discussing what they notice.
- The teacher will then read the story to the class, making sure to stop and question students throughout the reading. The teacher should also make sure to point out key details in the story while reading so that students can see the thought process behind looking for those key details.
- After reading the story, the teacher will go over what they just read. While doing this, the teacher should create a chart that has a beginning, middle, and end on it. The teacher and students will fill in the chart together. Once the chart is completed they will read through it.
- The teacher will then model how to retell the story that they just read.
- Students should be sent to a designated reading spot to read books on their levels for at least 20 minutes. Before sending them off to read independently, the teacher will remind students that after they read a story they need to practice retelling it to themselves. Students should also be told they will need to choose one book that they read during this time to retell to their partner during partner reading time.
- Once students have read for at least 20 minutes independently, students should get with a partner and take turns showing each other one of the books they read, and retell the story to each other. The teacher should go around during this, listening to each partnership and make note of who is able to retell the story they chose and who can not. Students should be given about 5-7 minutes to work with their partner.
- After partner reading time, students should return back to the carpet as a whole and the teacher will share all of the great things noticed while they were reading. Students should be given the opportunity to share what book they chose to retell to their partner with the class.
Teacher Notes
Remediation-Model using a familiar story such as Three Little Bigs or Little Red Riding Hood; Practice using pictures from the story to retell it in order instead of using words
Provide a graphic organizer or chart for students to use to aid in identifying the beginning, middle, and end of the story
Extension-Students can create a presentation to share with the class; Student can act as a peer assistant and help another student.
Standards
- ELA.AOR.2 Evaluate and critique the development of themes and central ideas within and across texts.
- ELA.AOR.6 Summarize and paraphrase text to support comprehension and understanding.
- ELA.AOR.2 Evaluate and critique the development of themes and central ideas within and across texts.
- ELA.AOR.6 Summarize and paraphrase text to support comprehension and understanding.
- ELA.AOR.2 Evaluate and critique the development of themes and central ideas within and across texts.
- ELA.AOR.6 Summarize and paraphrase text to support comprehension and understanding.
- ELA.AOR.2 Evaluate and critique the development of themes and central ideas within and across texts.
- ELA.AOR.6 Summarize and paraphrase text to support comprehension and understanding.
Assessments
The students will be assessed during the mini-lesson through questioning, and if they are able to help retell the story. They will also be assessed through whether or not they are able to retell one of their stories to a partner during partner reading.