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Small 8 1/2 X 11. Perfect for laminating and hanging from a pvc anchor chart holder

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3 Ideas To Increase Retelling Skills In Young Readers - Miss DeCarbo

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Let’s chat about literacy today. Specifically, let’s talk about retelling! Retelling is one of the first reading skills I focus on with my students. We spend...

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3 Ideas To Increase Retelling Skills In Young Readers

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Students can show their knowledge by following the story map, but they can orally tell me what they learned, draw pictures to complete the story map, create a poster, it can be written on the worksheet, or by matching pictures (visuals) if needed ELL and for students with learning needs.

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Retelling is an important literacy skill. For English Language Learners retelling a story gives them the opportunity to practice their oral language skills. Here are some ideas for incorporating retelling into your classroom.

Retelling Center

Create a retelling drama center. This works especially well for younger students. It can be as simple as printing out character pictures and gluing them onto popsicle sticks or a full-blown play center with props. Have one book that you have recently read or create boxes with a book and the props that go with that book.
Disclosure: This post contains Amazon affiliate links, which means I may receive a commission if you click on an Amazon link and make a purchase. This does not cost you any extra money.
Partner Retelling

Have students work with a partner to retell a story. One partner can retell the story while the other partner listens and then adds in details that were missing. Or the two partners can split up the story and retell it together. For older students/those with higher language levels they can create their own reader's theater scripts to retell the story.

Story Picture Cards

Visuals are helpful for language learners. Some students might struggle to retell all of the key details from a story but if they have pictures include many more details. Consider giving a nonreader the picture book and letting them use the pictures as they retell the story.

I have created sets of Speak then Write Retelling Packs with images from popular stories. Students can use the pictures to retell the story and then write down a summary of the story using the pictures.

Student Engagement

Create opportunities for students to retell stories that they have read or heard. When they practice retelling in an engaging way they will gain practice in listening and speaking. Young children can be given the opportunity to play while they are practicing academic skills.

Retelling as Part of Reading Comprehension

Retelling combines many aspects of reading comprehension. To retell a story students summarize and infer. Learn more about the skill along with some great sentence frames on Reading Rockets.

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Retelling with ELLs - A World of Language Learners

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Retelling is an important literacy skill. For English Language Learners retelling a story gives them the opportunity to practice their oral language skills. Here are some ideas for incorporating retelling into your classroom. Create a retelling drama center. This works especially well for younger students.

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Students can show their knowledge by following the story map, but they can orally tell me what they learned, draw pictures to complete the story map, create a poster, it can be written on the worksheet, or by matching pictures (visuals) if needed ELL and for students with learning needs.

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Small 8 1/2 X 11. Perfect for laminating and hanging from a pvc anchor chart holder

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RL.1.2 | First Grade English Worksheets | Biglearners

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Common Core Aligned Worksheets for Core Standard: CCSS.ELA-LITERACY.RL.1.2 Printables for First Grade English Language Arts.

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Summative Assessment-Creating a Story Map

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Summative Assessment-Creating a Story Map

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In this worksheet, kids will read the simple story, then fill in the story map using what they understand from the text. Practicing with story maps is a great way to work reading comprehension skills.

Grade

Subject

View aligned standards

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Create a Story Map | Worksheet | Education.com

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In this worksheet, kids will read the simple story, then fill in the story map using what they understand from the text. Practicing with story maps is a great way to work reading comprehension skills. Grade Subject View aligned standards

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Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.2

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Retell the story with key details

Identify the central message

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These story retell and sequence printables are super engaging for students! After listening to a passage, your student will use the picture scenes and target sequence words to retell the story events! Perfect for speech and language or special education.
Please note: This PDF contains static sheets which can easily be displayed on a screen for teletherapy. You also have my permission to share in private Google classrooms (with students or parents of your students), private Google links to parents of your students or your students, via email, or via mail, in order to allow for distance learning. #distancelearning
This Kinesthetic Communication packet for story retell utilizes movement- based activities (such as hopping, twirling, and squats) to engage your students while they practice story retelling. If your student has trouble sitting still- you'll definitely want to give this a try!

Each story event is paired with an exercise or stretch (for example, a student may be asked, "Tell me what happened first in our story"- after responding, the student is instructed to hop on one foot 3x). Engage your students- get them moving with this fun-filled packet!

This story retelling speech and language packet is no prep. Simply print and go MOVE!

There are 13 story retelling printables included. Each activity sheet contains a short story of (1) paragraph in length. The student is instructed to listen to this story. The student is to clap when a character's name is read aloud, or put his arms in the air when he hears the setting of the story.

Next, the student is instructed to retell the story using sequential vocabulary (first, next, then, last). Picture scenes are provided to assist with story retell. After retelling any story event, the student is instructed to complete a movement activity.
Other movement based speech and language therapy activities: Categories Speech Therapy packet Apraxia of Speech
Disclaimer: This is not meant to be an exercise program. Please ensure that the student you are working with is able to participate in physical activity exercises and stretches prior to completing any worksheets. With any form of exercise, there is a risk of injury. Consulting with a medical professional is recommended if you are unsure if your student is able to complete any suggested tasks. All tasks suggested are voluntary. These worksheets are for educational purposes only.
Best-selling speech therapy and special education resources you won't want to miss: Ahoy! Following Directions with Embedded Concepts Minimal Pairs & More Bundle for phonological disorders You-Can Social Skills Worksheets More preschool and elementary speech therapy resources: Social Skills Following Directions (fall themed) AAC Core Vocabulary: handouts for parents Preschool Speech and Language (themed preschool units Bundle 1) Preschool Speech and Language (themed preschool units for speech therapy bundle 2) Apraxia Worksheets Articulation Calendar Language Calendar Asking Questions Speech and Language Holiday Bundle (Halloween, Thanksgiving, Christmas, Valentine's Day, St. Patrick's Day &MORE themed speech therapy packets) Following Directions with Embedded Concepts Worksheets
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The Pedi Speechie: story retell #warmupwithsped1 deal

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Story Retell and Sequencing | Distance Learning | Speech and Language Therapy

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These story retell and sequence printables are super engaging for students! After listening to a passage, your student will use the picture scenes and target sequence words to retell the story events! Perfect for speech and language or special education. Please note: This PDF contains static sheets ...

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Finding the main idea and supporting details is a reading comprehension skill that students are expected to understand starting in kindergarten. By third grade, students are expected to do this with more complex texts independently. This can be a challenging skill for all students. For some ELLs, they have the added challenge of not yet reading grade level texts independently. Here are 5 ideas to support students learning about main idea and supporting details.

Sorting

One simple way to introduce main idea and details is to have students sort words or pictures into categories. Have students come up with categories for each group and then an overall category for all of the groups. You can scaffold this activity by having the categories already available.

I created a set of main idea puzzles using a similar idea. In the center is the main idea (category) and the surrounding pieces are pictures that show the details.

Use Short Reading Passages

When students are practicing main idea and supporting details, it is helpful to give them repeated practice. Short reading passages allow them to identify the main idea and details in a text multiple times. For students that are reading below grade level you can either read the text out loud to them or use simple text that has this skill. It is good to give ELLs exposure both to text that they can read independently and grade level text.

Use Wordless Picture Books
Disclosure: This post contains Amazon affiliate links, which means I may receive a commission if you click on an Amazon link and make a purchase. This does not cost you any extra money.
Wordless picture books are a great opportunity for students to practice speaking and/or writing skills as they are also learning about main idea. Using a wordless book gives student a chance to incorporate creativity into coming up with a main idea. As long as they can find supporting details, it is possible for there to be different ideas of what the main idea is. Students can work with a partner or in a small group to come up with the main idea and details of the story. I recommend first having the students look at the pictures and tell what is happening before having them try to come up with what the main idea is.

Some books to try out are:

I Walk with Vanessa: A Story About a Simple Act of Kindness - A girl faces bullying in her new school and another child learns how to help.

Pool - This book shows two children that are overwhelmed at a crowded pool. They find a place to escape through their imaginations.

Cut apart sentences

Cutting apart sentences gives students a hands on way to practice identifying main idea and details. Students read each sentence. First, they decide if it is the main idea. Then, they find the sentences that support that main idea. You can scaffold this activity by showing students the main idea and only having them find the details. This activity is one that you can create on your own by cutting apart sentences from a written paragraph to practice main idea and details.

I have a set of main idea task cards that would work well for this activity. Another place to find passages is on ReadWorks.

Use Sticky Notes

For longer texts, or those that you do not want to cut apart, sticky notes are a great way for students to record where the main idea and details are. Depending on students age and writing levels, you can either have them use full size sticky notes or smaller strips. They write down the main idea on one color. They they write the details on a different color. After that, they place the sticky note on the text where they found it. You can do a similar activity with sticky note strips. Students only mark where they find the main idea and/or supporting details. You can limit the amount of details students mark by giving a finite number of sticky notes to each student.

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5 Ways to Teach Main Idea and Details to ELLs - A World of Language Learners

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Finding the main idea and supporting details is a reading comprehension skill that students are expected to understand starting in kindergarten. By third grade, students are expected to do this with more complex texts independently. This can be a challenging skill for all students.

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By: Justine Brandi-Muller

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. This activity should start during kindergarten, when students can use predictable text, such as The Three Little Pigs or Brown Bear, Brown Bear, What do You See?. Older students can also benefit from retelling stories, using more complex texts such as The Diary of Ann Frank. The importance of retelling stories is that it allows students to learn to organize and describe events, which enhances reading comprehension.

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 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.

Classroom application

Justine Brandi-Muller is teacher in New Jersey Berkeley Heights Public Schools. She has been using this best practice in her classroom for the past six years. She begins the activity by creating pictures that depict characters, main idea, plot, setting, and other important components of the book she is going to read. Justine then reads the story for the first time, using pictures and other props when appropriate.

During the first reading, she stops to explain the pictures and deliberately repeats new vocabulary words for the ELL students to have a better understanding. To continue the lesson, she has the students retell the story in small groups in English without pictures (and if a child finds it easier she allows him/her to tell the story in Spanish). During the second reading, Justine has her students use the pictures and new vocabulary words to retell the story in English.

Justine has found that students love to see how much more they remember once they've been provided with a visual clue, such as the pictures. She describes this classroom activity as "a fun, non-threatening way to read in English and have ELLs understand the meaning." She has discovered that her ELL students have become more enthusiastic and willing to take a chance and read aloud; she has also observed that they seem to remember the vocabulary better with this method.

References

Scheinkman, N. (2004). Picturing a story. Teaching Pre K-8, (34) 6, 58-59.

Endnotes

Click the "Endnotes" link above to hide these endnotes.

Justine Brandi-Muller has been teaching for the past 8 years and has taught grades 2-5. She has provided district wide support as she developed the Foreign Language in the Elementary Schools (FLES) Curriculum for the Lawrence Public School District in N.Y, and re-develop Foreign Language in the Elementary Schools (FLES) Curriculum for the Berkeley Heights Public Schools, N.J, Justine has recently been awarded with an Education Foundation Grant for two schools in her school district. She is planning to enhance Spanish curriculum with additional books, videos, and a live Flamenco Dancing performance. Justine is involved in a "Collegial Partnership" in her school art department, which brings awareness about the culture of numerous Spanish-speaking countries (i.e., Mexico, Spain, Panama, Guatemala, Peru, etc). Justine considers herself a "hands-on" educator. She tries to use all modes of learning to stimulate and enhance her lessons. She also makes sure that her students are exposed to written vocabulary visually, using Total Physical Response (TPR) activities. As Justine said, "It makes the learning environment a fun one, and promotes long term vocabulary recall."

Endnotes

Justine Brandi-Muller has been teaching for the past 8 years and has taught grades 2-5. She has provided district wide support as she developed the Foreign Language in the Elementary Schools (FLES) Curriculum for the Lawrence Public School District in N.Y, and re-develop Foreign Language in the Elementary Schools (FLES) Curriculum for the Berkeley Heights Public Schools, N.J, Justine has recently been awarded with an Education Foundation Grant for two schools in her school district. She is planning to enhance Spanish curriculum with additional books, videos, and a live Flamenco Dancing performance. Justine is involved in a "Collegial Partnership" in her school art department, which brings awareness about the culture of numerous Spanish-speaking countries (i.e., Mexico, Spain, Panama, Guatemala, Peru, etc). Justine considers herself a "hands-on" educator. She tries to use all modes of learning to stimulate and enhance her lessons. She also makes sure that her students are exposed to written vocabulary visually, using Total Physical Response (TPR) activities. As Justine said, "It makes the learning environment a fun one, and promotes long term vocabulary recall."

Justine Brandi-Muller (2005)

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