Plugged Into Classroom Instruction that Works Plugged Into Classroom Instruction that Works
Effective Instruction in the First Grade Classroom Day 3
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Transcript of Effective Instruction in the First Grade Classroom Day 3
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Effective Instruction in the First Grade Classroom
Day 3
Presented by:Diane BussemaKathryn CathermanKRESA
Developed by:Diane BussemaKathryn CathermanStephanie Lemmer
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Setting Group Expectations
• To make this day the best possible, we need your assistance and participation– Please allow others to listen
• Please turn off cell phones and pagers• Please limit sidebar conversations• Please do not use e mail
– Share “air time” – Active participation – Take care of your own needs– Attend to the “Come back together” signal
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Agenda
• Active Participation • Organizing your literacy block• Looking at your data• Advancing Decoding ( Alphabet Principle )• Increasing Fluency • Teaching for Vocabulary and Comprehension• Using Learning Centers
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RtI is…• The same end goals or
outcomes for all students
• We may need to modify our teaching :
smaller group reteach the same concept more time on the task
I do one
We do one
You do one
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Active Participation
• READ it• WRITE it• SAY it• DO it
• ALL MEANS ALL! EVERY STUDENT! EVERY TIME
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1: Structure Active Learning in the Classroom
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1: Structure Active Learning in the Classroom
2
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Show TimeActive Participation Routines
1. Note the active participation procedures that are directly taught to students on your handout.
2. Identify other good instructional practices.
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Work Time
• Select a story from your basal • With a sticky note mark which Active
Participation Strategies you will use throughout the week
• Code: c=choral p=partner i=individual
tps=think, pair, share
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Let’s Talk Data
• Phoneme Segmentation Fluency• Nonsense Word Fluency
• Oral Reading Fluency
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Work Time
1. Look at your classlist data and make sure you are progress monitoring the students that did not achieve benchmark during the winter testing period.
2. Sort your progress monitoring data into 2 categories. Students whose data is above the aimline and those who are not.
3. What should the next step be for students who are not making progress?
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90-Minute Reading Block
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90” Literacy BlockWhole Group InstructionTeacher Led 40 min.
Small Group InstructionTeacher Led
CentersStudent Led
DifferentiatedHomogeneous
Flexible
DifferentiatedCooperative Independent,
Pairs
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Whole Group Instruction
•Grade Level•Purposeful Instruction•Perky Pace•Active Participation
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Small Group Instruction
• Differentiated-Skill specific• Homogeneous • Flexible
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What is Quality Small Group Instruction?
When is small group instruction delivered?– Every day during the reading block
How to plan for small group instruction?– Data is used to identify skill/s to teach – Resources to teach the skill/s are identified– Groups are reorganized based on regular progress
monitoring data – Classroom management system is established
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What is Quality Small Group Instruction?
How should lessons be designed?-Coordinated with the core program-Consistently structured-Explicit and Systematic-I Do It, We Do It, You Do It-Provides appropriate levels of scaffolding as
children learn to apply new skills/strategies-Utilizes active engagement strategies-Delivered by the most highly qualified teacher
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Centers
• Requires a management system• Differentiated• Pre-taught• Provide direct practice• Group, pair, cooperative, individual• Academically engaging• Accountability
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Center CriteriaAll work activities need to be aligned to instruction and
focus on literacy work and are centered around the five essential components of reading instruction
Even though an activity appears in your basal program’s Teacher’s Manual, it may not be powerful or appropriate for every child.
ASK….Is this activity one that will make the child read better?
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• 40 minutes will devoted to whole class core curriculum• 50 minutes will be devoted to small group instruction
Teacher Plan for Small Group Instruction
M T W TH F
G1HR 25minutes
25 25 25 25
G2SR 15 10 15 10 15
G3LR 10 15 10 15 10
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Additional Instruction
30 minute in addition to the 90” block
• Pull out program– Students in the low strategic range– Students in the intensive range– Title One teachers and paraprofessional
• Walk to Read– Students in all ranges of instruction– Classroom, Title One, Specials Education and paraprofessionals
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Work Time
1. Create a chart that shows how your block is currently set up. Include any additional supports you have.
2. Using your classes’ data determine which strands should be taught whole group.
3. For each of your small groups determine what you should teach. Select one group and layout a week’s lessons.
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Alphabetic Principle
Based on two parts:Alphabetic Understanding. Letters represent sounds
in wordsPhonological Recoding. Letter sounds can be
blended together and knowledge of letter -sound associations can be used to read/decode words.
What do your students do with words like ? catch slide treat boil
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Sound by Sound Blending
t r
a i 1. Write t and ask what sound ? ( /t/ )
2. Write r and ask what sound ? ( /r/ )3. Write ai (point with 2 fingers) and ask what sound (/ai/)4. Slide finger under trai blend it ( /trai/ )5. Write n and ask what sound ? ( /n/ )6. Slide finger under train blend it ( /train/ )7. Slide finger under the word rat and ask what word ? (train)
1. 2. 3. n
4.
5.
6.
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Continuous Blending
fr ow 1. Point to the f and elongate the “sound”.
2. Point to the r and elongate the “sound”.
3. Point to the ow and elongate the “sound”.
4. Point to the n and elongate the “sound”.
5. Slide finders under the whole word to blend the word.
1. 2. 3.
5.
n
4
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Whole Word Blending
teach1. Point to the letter t an say : /t/2. With two fingers, point to the letters and and say: /eee/.3. With two fingers point to the letters ch and say : /ch/.4. Point just to the left of teach and say: Let’s read this word.
Then quickly sweep your finger under the whole word and say teach.
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Vowel Combination Key Worday sayai rainau sauceer herir birdur turnar farmoi voidoy boyor tornee deepoa foamou loudow low, downoo moon, bookea meat, threada-e makeo-e hopei-e sidee-e Peteu-e use
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Advanced Decoding Reading Multisyllabic Words
Why do we need to teach advance decoding ?
Many big words occur infrequently, but when they do occur they carry much of the meaning and content of what is being read.
Cunningham, 1998
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Reading Multisyllabic Words
Grade 1 – students are reading mostly 1 & 2 syllable words
Grade 2- students are reading mostly 2 & 3 syllable words
Grade 3- longer multisyllabic words appear in text
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Suffixes
look jump shout
looks jumps shouts
looking jumping shouting
looked jumped shouted
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Work Time
1. Pick the next story in your basal.2. Select words where suffixes can be applied.3. Write a routine that could be used to teach
the suffix routine.
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Oral Reading FluencyError Analysis
• Process of diagnosing a child’s reading• Based on analyzing when a child reads orally• Using unfamiliar text• Record common miscues
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Common Reading Errors
• Substitutions I see the word. I see the worm. • Omissions She went school. She went to school
• Insertions She saw a scary cat. She saw a cat.
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Common Reading Errors
• Self Corrects He went to tent…town. He went to town.
• Repetitions He had a beach ball, a beach ball He had a beach ball.
• 3 second rule/ Told I like his …… ( 3 sec.) T I like his kindness.
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What type of errors?
• Is it a single error pattern or does it cut across multiple word attack skills?
• Can you address the errors informally or do you need a more formal intervention program?
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want wanted √
Error Analysis SheetActual Student Error Error Error Error OtherWord Response
sight word CVC(e) letter com. pre/suffix multisyl.
what when √
bead bed √
kitten kite √
pine pin √
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Connected Text error patterns:
• Missing prefixes, suffixes or endings• Trouble decoding larger and/or multi-syllable
words• Difficulty with articles (a, the, an)• Confusion of the “wh” or “th” words.• Skipping words• Adding words• Substituting words• Letter-sound correspondence errors• Blending errors
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Work Time
1. Look at the students’ Progress Monitoring that were below the aim line.
2. Choose one child’s booklet. Analyze the errors. You may need to use more than one selection in order to have enough reading to analysis.
3. Share with your partner. 4. With your partner plan a change in
instruction for this child.
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Fluency
Combines rate and ______________Requires ______________Includes reading with _____________
Fluency: reading quickly , accurately, and with expression
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What the Research Says About Fluency
– Focus their attention on understanding the text
– Synchronize skills of decoding, vocabulary, and comprehension
– Read with speed and accuracy
– Interpret text and make connections between the ideas in the text
– Focus attention on decoding
– Alter attention to accessing the meaning of individual words
– Make frequent word reading errors
– Have few cognitive resources left to comprehend
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Factors Effecting Fluency
1. Proportion of words in text that are recognized as “_____________”. Sight words include any word that readers have practiced reading sufficiently often to be read from memory.” (Ehri, 2002)
2. Speed of ____________ strategies used to determine the pronunciation of unknown words.
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Providing Fluency Instruction
1. Teacher Modeling - echo - choral - cloze
2. Paired Reading -repeated readings:
3. Individual Practice
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Cloze Reading
Benefits All students are reading. Lots of reading practice is
occurring. The teacher is modeling fluent reading with
expression. The technique provides good practice when all
students need to be focused and the materials need to be read quickly.
It provides excellent practice for reading story problems, directions, and instructional items.
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Cloze Reading
Procedures The teacher reads a little materials, then stops
and has the students read the next word. The teachers selects words that have the most
meaning within a passage for the students to read.
It two words go together ( yellow bus, United States), the teacher selects the second word for student reading.
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Small Group
* Pose pre reading question * Tell students to read a certain amount* Ask them to reread material if they finish
early (eternal review)* Monitor students’ reading. Have individuals whisper read to you.* Pose post reading question.
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Silent Reading
Benefits Students can read material silently before oral
reading so that they will be more accurate and confident.
Students have an opportunity to practice their decoding skills on unknown words.
All students are practicing reading . However unless good instructional procedures are used , there will be a number of “silent reading fakers”.
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Silent Reading
Procedures Teacher indicates the amount to be read silently. Realizing that there will be early finishers, the
teacher directs early finishers to re-read the material silently (eternal review).
The teacher tells students that they will be whisper reading to the teacher when she touches their book or back.
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Repeated Reading
Repeated reading of text is an effective ways to improve fluency.
• Cold Timing one minute
timing without prior practice
• Hot Timing one minute
timing after practicing at least 3 times
Practice Practice Practice
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Fluency
Practice Practice Practice Practice Practice Practice….
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Work Time
1. With your partner choose a story from your basal .
2. Make a week long plan for the story using the appropriate fluency strategy.
Strategies could include: echo reading, choral reading, cloze, partner reading, and /or repeated reading.
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Web Sites
• http://www.internet4classrooms.com/skills_1st.htm• http://interventioncentral.com/ • http://www.fcrr.org/• http://www.auburn.edu/~murrag1/bookindex.html• http://carlscorner.us.com/
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Read Alouds
Vocabulary &
Comprehension
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What is Listening Comprehension ?
Language Background ability knowledge
Lays the fountain for children to later be able to “___________ what they read, ___________what they read, and ________________with others about what they read”
National Institute for Literacy, 2001
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Before Reading
• Teach the meaning of critical, unknown vocabulary words.
• Teach or activate any necessary background knowledge.
• Preview the story or article. Use the title for stories and subheadings, graphs and charts for articles
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Understanding Different Types of Text
Narrative Texts
tell stories follow a familiar story
structure Includes short stories, folktales, myths, legends,
autobiographies, fantasies, biographies, science fiction,
plays
Expository texts
explain information tell about topics provide a framework for
comprehension of content-area textbooks
include informational books, newspapers, magazine, catalogues
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Predicting
• Narrative TextRead the title. Predict what the story will be about.
• Expository TextRead the title. Predict the contentRead the introduction. “What will we learn in this passage?”Read the headings and subheadings. Predict the content.Read the summary.
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How to choose words to teach?
Tier 1
Tier 2
Tier 3
Words to teach:
high-frequency, high-utility
Low-frequency words: technical words
Known, common words: nouns
(2002). Bringing words to life: Robust vocabulary instruction.
Importance, Utility,Instructional potential
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Selecting Tier 2 Words• Frequently encountered
• Crucial to understanding main idea of the text
• Not a part of the students’ prior knowledge
REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward.
(Beck, McKeown, & Kucan, 2002)
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Vocabulary Instructional Strategies
Explicit Instruction: Anita Archer
Quick Teach: Kevin Feldman
Fast Mapping: Modeled by Anita Archer
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The bold faced words
• Sensitive• Threatened• Alert
• Scale• Directions• Swivel
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Which words should I teach?Sensitive Threatened Alert Scale Directions SwivelWoodchuck Dangers Forest Usual Surrounded FrightenedWolves Imagined Argue Solve Agreed Extra-hungryMarvelous Seventh Fourth Fifth Tenth DisappointmentFarther Finally Darted Solution Expecting DisappearedPlopped Moaning Terrific Distant Admit
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Work Time
• Select a story from your basal that you will be teaching in the next few weeks.
• Look at the bold-faced words. Determine which words will be explicitly taught, quickly taught and those that you might not teach at all.
• Read the story and identify additional words that you will teach explicitly or quick teach.
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Explicit Teaching-Instructional Routine-
1. Introduce the word2. Present a student-friendly explanation3. Illustrate the word with examples4. Check students’ understanding
Anita Archer
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Instructional Teaching Routine
Step 1. Introduce the word.1. Write the word on the board. Threat en2. Give students the correct pronunciation. Then
Repeat it together chorally.
Introduce the word with me“This word is Threaten. What word_____?”
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Instructional Teaching Routine
Step 2. Provide the meaning of the word with a student-friendly explanation.Tell students the explanation.
Present the explanation with me.“to say that you will hurt someone if they don’t
do what you want is to threaten them.”
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Dictionary verses Student Friendly
ThreatenDictionary: To utter threats against something or
someone.
Student Friendly: To say that you will hurt someone if they don’t do what you want.
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Creating a Student Friendly Explanation
1. Ask your self, “When do I use this word?” “Why do we have this word/”
2. Use everyday language to explain the meaning of the word.
3. Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.
4. Try to include something, someone, or describes in your explanation to clarify how the word is used.
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Help with Student Friendly Explanations
English Language Learners’ Dictionaryhttp://www.ldoceonline.com/dictionarywww.learnersdictionary.com/
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Work Time
With your partner:• Write student friendly explanations for all the
words you plan to explicitly teach.
• Write explanations for all the words you plan to quickly teach.
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Instructional Teaching Routine Continued
Step 3. Illustrate the word with examples.a.) concrete examplesb.) visual examplesc.) verbal examples
Present the examples with me.“To tell a friend that you will punch them if they
don’t let you ride their bike is to threaten them.”“To tell a friend you will tell the teacher if they
don’t give you their pencil is to threaten them.
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Examples and Nonexamples
Purpose: To help students better understand the meaning of the word.
• Choose examples that show a range of the word’s meaning
• Choose nonexamples that are close to being examples of the word’s meaning
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Work Time
• Work with your partner to create examples and or nonexamples for the word/s that you have chosen explicit and quick teaching.
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Instructional Teaching Routine Continued
Step 4. Check understandingOption #1. Ask Deep processing questions.
Check students understanding with me.“Tell you partner a time when you have been threatened?”
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Step 4 Continued
Step 4. Check understandingOption #2. Have students discern between examples and non-
examples.
Check students understanding with me.“Would you feel threatened if a friend told you to bring
a snack to school for or they would beat you up of the way home?”
“ Would you feel threatened if you were invited to a friend’s birthday party?”
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Step 4 Continued
Step 4. Check understandingOption #3. Have students generate their own examples.
Check students understanding with me.“ Tell you partner something that might make
you feel threatened.”
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Work Time
• Using at least one of your vocabulary words develop an activity to check for understanding.
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Keys to Remembering Vocabulary
• Multiple exposures
• Definitional information
• Sufficient amount of instructional time
• Active engagement
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Explicit Vocabulary RoutineAnita Archer
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Show TimeInstructional Routine for Vocabulary
Did the Teacher:1. Introduce the word?
2. Present a student-friendly explanation?
3. Illustrate the word with examples?
4. Check Students’ Understanding?
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Fast Mapping
Fast Mapping is an instructional strategy that involves briefly telling students the meaning of words that are not being explicitly taught in order to improve comprehension.
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Fast MappingAnita Archer Wolf
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Show TimeInstructional Routine for Vocabulary
• List the words that Anita Archer chose to Fast Map. Make sure to jot down what she said to explain the word.
• Be prepared to share out
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During Reading Strategies
First Reading• Ask appropriate questions that focus on literal
understanding Second Reading• Ask questions that require metacognitive
thinking.
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Thinking Aloud
• Model what good readers do to help monitor their understanding of what they are reading
Model :• How you picture in your mind what is happening in a story• How you stop and summarize what has happened• How you reread certain parts• How you regularly make predications
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After Reading Strategies
• Model the use of graphic organizers to enhance comprehension and text structure
• Engage students in discussion that promotes higher order thinking skills
• Provide vocabulary practice.
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Retell
• Teachers can use retelling to assess comprehensions and to guide students toward a deeper understanding of a story.
• As a reader becomes more competent, their retellings become more sophisticated.
• Paired retelling sessions are even more effective if they are interactive, with the listener providing feedback.
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Levels of RetellEmergent Level
Focus on event listing and sequencing Introduce basic story elements
Early Fluent Level Help students apply the basic story elements in oral and written retellings Indentify main events that lead the main character from the problem to the
outcome Model and guide retelling events in sequence and integrating story
elements, using story maps
Fluent Level Introduce plot summary-retelling key events in chronological order Practice to refine sequencing and story elements in retelling
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Retell Rubric
1. Provides 2 or fewer details2. Provides 3 or fewer details3. Provides 3 or more details in a meaningful
sequence4. Provides 3 or more details in a meaningful
sequence that captures a main idea
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Anita Archer Retell
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WantedLanguage Arts Learning Centers
• Why : So you have time to hold small groups
• What : Must pertain to a big idea and students must have knowledge of the skill. Provides practice to make skills automatic.
• How : Must have excellent classroom management. Introduce one at a time with preteach .