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Riding the Comprehension Riding the Comprehension WaveWave

Maximize Students’ Success Maximize Students’ Success on Oral and Written Retellingson Oral and Written Retellings

Paula AssadiLinda KimmelMarch 13, 2010

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Goals of this WorkshopGoals of this Workshop

Improve your understanding of the developmental progression necessary for teaching retelling

Acquire two to three more strategies that you can implement to help your students be successful with oral and written retellings

What the Research says about RetellingWhat the Research says about Retelling “Retellings are powerful tools because

they are one of the most authentic techniques you can use for both instruction and assessment.”

“By studying the students’ retellings, you can gain insights into their thinking, organizing and general understanding of what they have read or listened to.”

– Literacy, Helping Children Construct Meaning• J. David Cooper with Nancy D. Kiger, 2003

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PretellingPretelling

“The importance of pretelling lies in the cognitive abilities required to retell a story. In order to retell a story, a child must be able to think backward in order to recall the events in the story; then the child must be able to think forward in order to put the events of the story in sequential order.”

• The Power of Retelling: Developmental Steps for Building Comprehension by Vicki Benson & Carrice Cummins

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Guided RetellingGuided Retelling“…retelling with illustrations and with

story props are critical foundational steps for learning retelling. These strategies help children build story structure and gain story language.”

The Power of Retelling: Developmental Steps for Building Comprehension by Vicki Benson & Carrice Cummins

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Guided Retelling with IllustrationsGuided Retelling with Illustrations

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Story Retelling BookmarkStory Retelling Bookmark

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Story MapStory Map

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Story Map RetellingStory Map Retelling

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Summaries vs. RetellingsSummaries vs. Retellings

“A summary captures the main ideas in a text. Unlike a retelling that includes most of the writer’s message, a summary outlines main points while avoiding extraneous details and elaborations.”

-Using Pictures Books to Teach Comprehension Strategies, Joanne Zimmy, 2008

Summarizing vs. Summarizing vs. Written RetellingsWritten Retellings

Much of the research is focused on summarizing.

Because of this, most of the research we read was focused on summarizing.

We believe that retelling is an extension of summarizing and that similar skills are used to do both.

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Summarizing ResearchSummarizing Research “A summary is a synthesis of the important

ideas in a text. Summarizing requires students to determine what is important in what they are reading, to condense this information, and to put it into their own words.”

– Put Reading First The Research Building Blocks for Teaching Children to Read K-3, 2001

Summarizing “is a complex task that requires strong comprehension and higher-level thinking.”

• Comprehension Shouldn’t Be Silent, 2007

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Written Retellings ResearchWritten Retellings Research

Writing a retell “requires children to recall and restructure materials into their own form, a process requiring deep understanding of text content.”

http://www2.scholastic.com/browse/article.jsp?id=3743

“You can learn how students identify important information, make inferences and summarize information.”

• Literacy – Helping Children Construct Meaning, 2003

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Skills Needed to SummarizeSkills Needed to Summarize

Understanding Text StructuresDetermining ImportanceSelecting the Main Idea & Important DetailsMaking ConnectionsGenerating QuestionsAnalyzing the InformationVisualizing

– Comprehension Shouldn’t Be Silent

By Michelle Kelley & Nicki Clausen-Grace

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Determining ImportanceDetermining Importance

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About Point StrategyAbout Point Strategy

1. Read a paragraph.2. Identify the topic by asking “What’s

this paragraph about?”3. Then ask, “What important point is

the author making about the topic?”4. Summarize the information by writing

a sentence.

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About Point Graphic OrganizerAbout Point Graphic Organizer

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About Point SummaryAbout Point Summary

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Let’s Try It!Let’s Try It!

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Making Connections Using aMaking Connections Using aKnowledge ChartKnowledge Chart

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Summary from Knowledge Summary from Knowledge Chart NotesChart Notes

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Story FrameStory Frame

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Time Order Words SampleTime Order Words Sample

Written Retellings with FictionWritten Retellings with FictionPass Around RetellPass Around Retell

Each person has his own sheet of paper.

Students begin writing a retell of the story on their own paper for 1 minute.

When the timer rings, the papers are passed to the right.

New writer reads the paper and adds to the retell. The process continues.

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33rdrd Grade Pass Around Retell of Grade Pass Around Retell of

“The Lion and the Mouse“The Lion and the Mouse””

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Main Idea ChartMain Idea Chart • Adapted from SQ3R

• Use with non-fiction text

• Helps students determine important information that they should get from a reading selection and to use this information to write a summary.

5th Grade Main Idea Chart

5th Grade Summary

Let’s Try It!

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Assessing SummariesAssessing Summaries

Retelling Assessment SheetRetelling Assessment Sheet

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Retelling Assessment Sheet forRetelling Assessment Sheet forInformational TextInformational Text

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Now You Can Go Out Now You Can Go Out and and

Ride the Comprehension Wave Ride the Comprehension Wave With Your Students!With Your Students!

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BibliographyBibliography Armbruster, Bonnie B.; Lehr, Fran; Osborn, Jean. Put Reading First: The Research

Building Blocks for Teaching Children to Read Kindergarten Through Grade 3. Center for the Improvement of Early Reading, 2003.

Benson, Vicki, and Cummins, Carrice. The Power of Retelling Developmental Steps for Building Comprehension. Chicago: Wright Group McGraw-Hill

Carr, E., L. Aldinger, and J. Patberg. Teaching Comprehension : A Systematic and Practical Framework with Lesson and Strategies. New York: Scholastic, 2004.

Ganske, Kathy, Monroe, Joanne K., Strickland, Dorothy S. Supporting Struggling Readers and Writers Strategies for Classroom Intervention 3-6. Newark: Stenhouse Publishers, 2002.

Hoyt, Linda. Revisit, Reflect, Retell Strategies for Improving Reading Comprehension. Portsmouth: Heinemann, 1999.

J. David Cooper with Kiger, Nancy D. Literacy Helping Children Construct Meaning. Boston: Houghton Mifflin, 2003.

Kelley, Michelle J. and Clausen-Grace, Nicki. Comprehension Shouldn’t Be Silent From Strategy Instruction to Student Independence. Newark: International Reading Association, 2007.

Richardson, Jan. The Next Step in Guided Reading. New York: Scholastic, 2009. Voyt, MaryEllen and Echevarria, Jana. 99 Ideas and Activities for Teaching English

Learners with The SIOP Model. Boston: Pearson, 2008.

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