Post on 24-Feb-2016
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RETELLING THE TEXT
March 2011Clark
CONTENT OBJECTIVES Discuss the importance of retelling. Write the prerequisite skills for
retelling. Understand how to scaffold retelling
instruction. Discuss available tools and strategies
to use in the classroom. Understand the students’ role in
retelling.
WHY TEACH RETELLING?
FIRST “RUNG” ON THE LADDER … PAGE 1
“It is restating the essence of text or an experience in as few words as possible or in a new, yet efficient, manner. It can be done in writing, but also orally, dramatically, artistically, visually, physically, musically, in groups, or individually. Summarization is one of the most underused teaching techniques we have today, yet research has shown that it yields some of the greatest leaps in comprehension and long-term retention of information.”from Summarization in Any Subject by Rick
Wormeli
MARZANOCategory Ave. Effect
Size (ES)Percentile Gain
No. of ESs Standard Deviation (SD)
Identifying similarities and differences
1.61 45 31 .31
Summarizing and note taking 1.00 34 179 .50
Reinforcing effort and providing recognition
.80 29 21 .35
Homework and practice .77 28 134 .36
Categories of Instructional Strategies that Affect Student Achievement
LIFE SKILL EXAMPLES Adult – Summary report for a boss Student – Retelling the basics of the
latest movie seen over the weekend or the latest music video
WHAT KIND OF RETELLING INSTRUCTION IS
APPROPRIATE FOR PRIMARY STUDENTS? INTERMEDIATE
STUDENTS?SECOND “RUNG” ON THE LADDER …
PAGE 2
STATE STANDARDS:Standard 1 - Reading: The student reads and comprehends text across the curriculum.
Benchmark 4: The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
Kindergarten First Grade Second Grade
Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade
Eighth Grade High School
Retells or role plays important events and information from the text.
▲Retells or role plays important events and main ideas from narrative and expository texts.
▲Retells or determines important events and main ideas from narrative and expository texts.
▲Retells main ideas or events as well as supporting details in narrative and expository texts.
▲Retells main ideas or events as well as supporting details in appropriate-level narrative, expository, and technical texts.
▲Retells main ideas or events as well as supporting details in appropriate-level narrative, expository, technical, and persuasive texts.
▲Uses paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository, persuasive, and technical texts in logical order.
▲Uses paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository, technical, and persuasive texts in logical order.
▲Uses paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository, technical, and persuasive texts in logical order.
▲ Uses paraphrasing and organizational skills to summarize information (stated and implied main ideas, main events, important details, underlying meaning) from appropriate-level narrative, expository, technical, and persuasive texts in logical or sequential order, clearly preserving the author's intent.
TREASURES: Grades K- 3.1 = Retell Grades 3.2 – 5 = Summarize
EXPECTATIONS PrimaryModelingThink AloudsDiscussionOral RetellingScriptingDrawingGroup Writing
Intermediate
Compares and Contrasts BEST retellings
Creates Look-ForsWrites retellings
MODES OF LEARNING
Listening Speaking Reading Writing
Receptive
Expressive
WHAT ARE SOME PREREQUISITES FOR
RETELLING? THIRD “RUNG” ON THE LADDER …
PAGE 3
PREREQUISITES FOR RETELLING SUCCESS
Experiences with text Vocabulary Skills:
SequenceDetermining the importance of information
(Main idea/details)Elements of FictionText Structure of Expository Text
EXPERIENCES WITH TEXT
VOCABULARY
DETERMINING IMPORTANCE OF INFORMATION
vs
SEQUENCE Beginning, Middle, End Signal Words ~then ~next ~finally Time Order Words ~first ~second ~last
IS INFORMATION 100% TRUE
EXPOSITORY TEXT STRUCTURE
Cause/Effect Compare/Contrast Description Sequence Problem/Solution
ELEMENTS OF FICTION:CHARACTERS, SETTING, PLOT (PROBLEM/RESOLUTION), THEME
HOW DO WE SCAFFOLD RETELLING
INSTRUCTION?DEVELOP LANGUAGE ORAL
WRITTEN FOURTH AND FIFTH “RUNGS” ON THE
LADDER
MODES OF LEARNING
Listening Speaking Reading Writing
Receptive
Expressive
BEGINNING STEPS … “TALKING THE TALK”
- Oral retelling
- Develop academic language
PICTURE PROMPTS
Treasures Retelling Cards (K-2) Overhead picture prompts Character posters Creating picture cards
Text Structure Frames Problem/Solution Text Sentence 1 –Tells who had the problem and what the problem is. Sentence 2/ 3 – Tells what action was taken to try to solve the problem. Sentence 4 – Tells what happened as a result of the action taken.
__ __ _________ had a problem because ___ __ ___ ___ ___ ____ __ ____ . Theref ore, __ __ ____ __ ______ ________________ ________ ______ . As a result, __ ________ ______ ______________ ________________ . Comparison/Contrast Text
__ __ ______ ___ and _ __ __ ______ are similar in several ways. Both _____ __ and ___ ____ __ . __ __ ___ __ and ___ __ ____ __ have similar _____ __ ___ . Finally, both _ ___ ___ ____ and __ __ ______________ . OR
__ __ ______ __ and __ __ __ ____ are diff erent in several ways. First, _____ __ ____ , while _____ ________ ____ ____ _. Secondly, _ __ _______ but _____ __ ______ _ _______ _____ . I n addition while __ ___ ___ __ ___ , _____ __ ______ _ . Finally, _ __ ____ __ ________ ___ , while _____ __ ______ ______ . Sequence Text
Here is how _ ___ ____ __ ______ ____ ___ is made. First, _ __ ________ . Next, ____ ______ ________ ______ . Then, _____ ______ _______ . Finally, _____ __ ______ ________ __ ______ . Cause/Eff ect Text
Because of _________ , _____ _____ . ____ __ ____ caused _____ __ _____ . Theref ore___ ________ __ _ . Finally, due to __ ______ __ _ , _____ __ ___ __ _ . This explains why _ ____ __ __ ___ . Descriptive Text
There are ______ ____ kinds of _ __ ___ __ _ __ ___ . The fi rst kind of _____ __ ___ is ___ ___ __ ___ __ . I t _ ____ __ ______ ____________ . The second one is _ ___ ________ _________ . I t ___ ________ ____ _____ . The third _______ ________ ________ __ ______ ______ ____ __ __ . Now you can recognize the _____ __ _____ kinds of ______ ___ _____ ___ __ .
from Kansas Journal of Reading 1997
TOOLS FOR RETELLING
Story Frames
Story Summary with one character included
Our story is about
_________________________________. _________ is an important
character in our story. _____________ tried to _________________. The
story ends when __________________.
Important idea or plot In this story the problem starts when
_________________ __________. After that, ______________________.
Next, __________. Then, ________________________. The problem is
finally solved when ________________________. The story ends
___________.
SettingThis story takes place
________________________. I know this because the author uses the
words “____________________”. Other clues that show when the story
takes place are _____________________________________ .
Character Analysis ____________________ is an important
character in our story. __________ is important because
____________ . Once, he/she ___________________. Another time
__________________________ . I think that _________________
(character’s name) is ____________________ (character trait) because
________________________ .
Character comparison _______________ and ______________ are
two characters in the story. ___________________ (character name) is
_________________ (trait) while ___________________ (character name)
is _________________ (trait). For instance, __________________tries to
___________ and _______________ tries to ______________________ .
_______________ learns a lesson when
__________________________________________________.
GRAPHIC ORGANIZERS
TEXT FRAMES FOR RETELLING
Text Structure Frames Problem/Solution Text Sentence 1 –Tells who had the problem and what the problem is. Sentence 2/ 3 – Tells what action was taken to try to solve the problem. Sentence 4 – Tells what happened as a result of the action taken.
_____________ had a problem because ________________________ . Therefore, _________________________ __ ___________________ . As a result, _ _________________________ ____________________ . Comparison/Contrast Text
_____________ and ___________ are similar in several ways. Both _______ and _________ . _________ and ___________ have similar __________ . Finally, both ____ _______ and __________________ . OR
____________ and __________ are diff erent in several ways. First, ___________ , while ______________________ . Secondly, __________ but ______________ ____________ . I n addition while _____________ , ______________ . Finally, _ ___________________ , while ___________________ . Sequence Text
Here is how _______________________ is made. First, _ __________ . Next, ________________________ . Then, _______ ___________ . Finally, _____________________________ . Cause/Eff ect Text
Because of ______ ___ , __________ . _____ _____ caused ____________ . Theref ore______________ . Finally, due to ___________ , _____________ . This explains why ____ __ ______ . Descriptive Text
There are ______ ____ kinds of ___________ ___ . The fi rst kind of __________ is _____________ . I t _ ___ ____________ _________ . The second one is _____________________ . I t ____________________ . The third ____________________________________ _________ . Now you can recognize the ___________ _ kinds of __ _________________ .
from Kansas Journal of Reading 1997
Story Frames
Story Summary with one character included
Our story is about _________________________________.
_________ is an important character in our story. _____________ tried to
_________________. The story ends when __________________.
Important idea or plotIn this story the problem starts when
_________________ __________. After that, ______________________. Next,
__________. Then, ________________________. The problem is finally solved
when ________________________. The story ends ___________.
Setting This story takes place ________________________. I
know this because the author uses the words “____________________”.
Other clues that show when the story takes place are
_____________________________________ .
Character Analysis____________________ is an important character in our
story. __________ is important because ____________ . Once, he/she
___________________. Another time __________________________ . I think
that _________________ (character’s name) is ____________________
(character trait) because ________________________ .
Character comparison_______________ and ______________ are two
characters in the story. ___________________ (character name) is
_________________ (trait) while ___________________ (character name) is
_________________ (trait). For instance, __________________tries to
___________ and _______________ tries to ______________________ .
_______________ learns a lesson when
__________________________________________________.
OTHER STRATEGIES
Color coding paragraphs in the article to match the color coded sentences in the retelling.
Numbering or using Linking cubes instead of color coding.
Kagan retelling cubes.
DON’T STOP HERE
RESEARCH-BASED INSTRUCTION:
COMPARING/CONTRASTING RETELLINGS
SIXTH “RUNG” ON THE LADDER
MARZANOCategory Ave. Effect
Size (ES)Percentile Gain
No. of ESs Standard Deviation (SD)
Identifying similarities and differences
1.61 45 31 .31
Summarizing and note taking 1.00 34 179 .50
Reinforcing effort and providing recognition
.80 29 21 .35
Homework and practice .77 28 134 .36
Categories of Instructional Strategies that Affect Student Achievement
ReadingAcrossTexts
WHAT IS THE STUDENTS’ ROLE IN CREATING
CRITERIA FOR THE BEST RETELLING?
• Is the written information accurate?• Does the retelling provide the “gist” of the author’s
message?• Is there a topic sentence that represents a big idea
with details that support that idea?• Are the details in the proper sequence?• Do the sentences hang together or are they just
random details from the text?• Do the details represent the whole passage in
narrative text instead of being from just one paragraph or part of the selection?
• If narrative text, are the main characters represented? Does the retelling explain what the character(s) experienced?
SAMPLE
Retelling Look-Fors
INSTRUCTIONAL PROCESS FOR “BEST” RETELLING PRACTICE
Read the selection Students write retellings Teacher analyzes student papers and pulls sample papers to discuss With students:
Compare and contrast papersDetermine needed improvementsCreate/review criteria (Look-Fors) for best retellingsStudents improve the retellings
INSTRUCTIONAL PROCESS FOR “BEST” RETELLING PRACTICE
Read the selection Students write retellings Teacher analyzes student papers and pulls sample papers to discuss With students:
Compare and contrast papersDetermine needed improvementsCreate/review criteria (Look-Fors) for best retellingsStudents improve the retellings
• Is the written information accurate?• Does the retelling provide the “gist” of the author’s
message?• Is there a topic sentence that represents a big idea
with details that support that idea?• Are the details in the proper sequence?• Do the sentences hang together or are they just
random details from the text?• Do the details represent the whole passage in
narrative text instead of being from just one paragraph or part of the selection?
• If narrative text, are the main characters represented? Does the retelling explain what the character(s) experienced?
Retelling Look-Fors
INSTRUCTIONAL PROCESS FOR “BEST” RETELLING PRACTICE
Read the selection Students write retellings Teacher analyzes student papers and pulls sample papers to discuss With students:
Compare and contrast papersDetermine needed improvementsCreate/review criteria (Look-Fors) for best retellings
Students improve the retellings
Classroom created Look-For Chart
INSTRUCTIONAL PROCESS FOR “BEST” RETELLING PRACTICE
Read the selection Students write retellings Teacher analyzes student papers and pulls sample papers to discuss With students:
Compare and contrast papersDetermine needed improvementsCreate/review criteria (Look-Fors) for best retellingsStudents improve the retellings
HOW DOES INSTRUCTION MOVE BEYOND THE TEST
FORMAT? SEVENTH “RUNG” ON THE LADDER
REFLECT/RETELL TODAY’S PRESENTATION
Thinking about what you have already done with retelling instruction, what will you add or change when you return to the classroom?