Embedded Files
Definition
Definition
Students at a young age need to begin experiencing retelling stories. Once a story is read to them, they should be encouraged to retell the events that occurred in the story. Retelling helps students organize and describe events which enhances their understanding.
Steps for Explicit Instruction
Steps for Explicit Instruction
Plan the activity by creating pictures that depict characters, main idea, plot, setting, and other important components of the book you are going to read.
Read and intorduce the story for the first time, using pictures and other props when appropriate. During the first reading, stop to explain the pictures and deliberately repeat new vocabulary words for the ELL/SWD students to have a better understanding.
To continue the lesson, have the students retell the story in small groups in English without pictures (and if a child finds it easier, allow him/her to tell the story in Spanish/native language).
During the second reading, have students use the pictures and new vocabulary words to retell the story in English.
When and Why Use
When and Why Use
Retelling should begin as early as kindergarten and go through Grade 3.
Retelling allows students to learn to organize and describe events, which enhances reading comprehension.
Use during and after reading.
DOK Level: 1 surface level
DOK Level: 1 surface level
Benefits for ELs and Struggling Students:
Benefits for ELs and Struggling Students:
Story retelling provides ELLs an opportunity to analyze stories and build oral language as they acquire related vocabulary (Schienkman, 2004).
Using pictures to retell a story can be highly beneficial to second language learners. It provides visual support that scaffolds comprehension as ELLs and Students with Disabilities (SWD) learn new vocabulary.
Retelling stories helps ELLs begin to understand sequence, plot, and characterization as they build vocabulary and comprehension skills.
But most important of all, it provides the fundamental skills ELL students need to begin retelling stories on paper.
Retelling Strategy in Action
Retelling Strategy in Action
Retelling stories ideas that support ELL students and students with disabilities.
Types of retelling, story maps and story frames to support retells
Five-Finger Retell Extension
Five-Finger Retell Extension
Each finger represents one aspect of story grammar. Use sentence frame cards to encourage correct grammar. Can also turn into writing.
Thumb: The characters are...
1st finger: The setting is...
Tall finger: The problem is...
Ring finger: The events are... (What happened first? Next? Then?)
Little finger: At the end...
Story Map Templates
Story Map Templates
They improve students' comprehension
They provide students with a framework for identifying the elements of a story.
They help students of varying abilities organize information and ideas efficiently.
Resources
Resources
www.Reading Rockets.org
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