LAA122 Retelling
Focus Skill / Test Taking TipsDefinition: description of what happened in previously read text.
Purpose:
· Retelling helps students remember a story. A student should recall, in his or her own words, details about character, setting, plot, conflict, and information.
· Retelling encourages students to reread passages and discover new things.
· Retelling is a form of paraphrasing. It helps students synthesize information as they put it in their own words.
Prompts for retelling expository text
· What is the topic?
· What are the most important ideas to remember?
· What did you learn that you didn’t already know?
· What is the setting for this information?
· What did you notice about the organization and text structure?
· What did you notice about the visuals such as graphs, charts, and pictures?
· Can you summarize what you learned?
· What do you think was the author’s purpose for writing this article?
Prompts for retelling narrative text
· Who was in the story?
· Where did the story take place?
· Was there a problem? What was it? How was it solved?
· What were the most important things that happened?
· What did you think of the story? / LA.A.1.2.2
The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.
Graphic Organizers
· Conceptual Map
· Sequential Map
· Hierarchical Map
· Cyclical Map
Key words and components of a retell
Most important events
Problem/Solution
Characters
Setting
Plot
Main Idea
Primary/Secondary Characters
Setting
Point of Idea
Reflections
Observations
Sequential Map
Cyclical Map
Hierarchical MapAntonyms
Words that are the OPPOSITE of other words
LA.A.1.2.3
Classification
Dividing things into groups based on features, traits, or characteristics
LA.A.1.2.3
Compare and Contrast
Find examples showing how things are similar and different with greater emphasis on similarities - “like” and “as” clue words for comparisons
LA.A.1.2.3
Context Clues
Use the words and sentences around a word –context –
to find a word’s meaning
LA.A.1.2.3
Example
Words, phrases, or graphics
that illustrate or model something
An illustrative problem or exercise with its solution
LA.A.1.2.3
Operation
A process or series of acts performed to effect a
Certain purpose or result
LA.A.1.2.3
Structure
How something is
organized or put together
LA.A.1.2.3
Synonyms
A Word that means the same
as another word
Antonyms
A word that means the opposite
of another word
LA.A.1.2.3
Synonyms
A word that means the
same or almost the same
as another word
LA.A.1.2.3
Vocabulary
Development
LA.A1.2.3
The meanings of
Words and phrases
Focus Skill / Test Teaching TipsSummarizing
Definition: finds the main points of descriptive, explanation, instruction, and persuasive text without details, illustrations, examples or personal opinions.
To summarize a student uses their own words to combine, or synthesize the important parts of the text. A summary is short and tells only the most important ideas.
When summarizing fiction, students:
· give only key points in a short one-four sentence summary,
· summarize in logical order
· reread to remember main ideas, and/or
· refer to illustrations to summarize the text.
When summarizing nonfiction, students:
· give only key points in a short one-or two sentence summary,
· leave out unnecessary details,
· summarize in a logical order,
· reread to remember main ideas, and/or
· refer to illustrations, headings, and other text features to summarize the text.
LA.A.1.2.4
The student clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion. / Key Words:· first
· next
· then
· finally
· the most important ideas in this text are
· the story takes place
· the main characters are
· a problem occurs when
· a key event is when
· this part is about
· this book is about
Graphic Organizers (see attached):
Organizer / When to use /
Text
Before / During / After / Narrative / ExpositoryBio-Pyramid / X / X
Lyric Summary / X / X / X
Narrative Pyramid / X / X
QuIP (Questions Into Paragraphs) / X / X / X / X
Story Map / X / X / X
Summary Cube / X / X / X / X / X
Key Word Strategy / X / X / X
Bio-Pyramid
Purposes: To summarize a person’s life; to provide a format for summary writing.
Procedure:
1. After reading about a person’s life, show students the format for writing Bio-Pyramids.
Line 1-person’s name
Line 2-two words describing the person
Line 3 three words indicating a problem the person had to overcome
Line 4-four words indicating a problem the person had to overcome
Line 5-five words stating one of his or her accomplishments
Line 6-six words stating a second accomplishment
Line 7-seven words stating a third accomplishment
Line 8-eight words stating how mankind benefited from the accomplishments
2. Create a Bio-Pyramid as a class.
3. In small groups or pairs, have students create Bio-Pyramids.
4. Use the completed pyramids to promote discussion.
Lyric Summary
Purposes: To provide an alternative format for narrative or expository text summaries, to provide opportunities to use multiple modalities when creating summaries: to link content learning and the arts.
Procedure:
1. Review summarizing with the students depending on the type of text. Ask them to note the types of information that comprise narrative or expository summaries.
2. Introduce the musical aspect of the Lyric Summary by explaining that summaries can also be written as song lyrics to familiar tunes (popular, rock, jazz, disco, children’s songs).
3. Choose a melody with which students are familiar and use it as the background for writing a Lyric Summary. Write the first line and then encourage pairs of students to suggest subsequent lines. When the Lyric Summary is completed, sing it with the class.
4. Have small groups of students choose a melody they know and a topic they have recently studied to create their own Lyric Summaries. The topic may be a story they have recently read or information from a content area.
5. Have the students sing their completed retellings or summaries for the class.
Narrative Pyramid
Purposes: To summarize a narrative text; to provide a format for summary writing.
Procedure:
1. After reading a story, show students the format for writing narrative pyramids.
Line 1 – character’s name
Line 2 – two words describing the character
Line 3 – three words describing the setting
Line 4 – four words stating the problem
Line 5 – five words describing one event
Line 6 – six words describing another event
Line 7 – seven words describing a third event
Line 8 – eight words describing the solution to the problem
2. Create a Narrative Pyramid as a class.
3. Have students create Narrative Pyramids in small groups or pairs for a story they have read.
4. Use the completed pyramids as the basis for discussion.
QuIP (Questions into Paragraphs)
Purpose: To provide a framework for initiating research and structuring writing.
Procedure:
1. Students choose a topic to explore and write the topic at the top of the QuIP grid.
2. Students generate three broad questions related to the topic.
3. Students locate and read two sources to find the answers to their questions. They write the titles of the sources in spaces provided on the grid.
4. Students record answers to the questions in the spaces provided on the grid.
5. Students synthesize information into a paragraph.
6. Students share their paragraphs in pairs or small groups.
Story Map
Purposes: To promote understanding of the narrative elements; to encourage summarizing using narrative text structure.
Procedure:
1. Explain to the students the purpose of summarizing and the narrative elements that are included (characters, setting, problem, attempts to resolve, solution) when summarizing a story.
2. Demonstrate completing a Story Map after reading a story aloud. Discuss the components you included. (A story map or other visual cues may help.) Use the completed Story Map to briefly summarize the story.
3. Read another story to the students and in small groups, have them complete a story map.
4. Share and discuss the completed Story Maps. Use them to summarize the story.
Summary Cube
Purpose: To provide a structure for summarizing factual information or retelling key
points of a story.
Procedure: (Begin by explaining and modeling Summary Cubes.)
1. Explain the idea of cubing to the students. Describe the information that goes on each
side of the cube.
2. Demonstrate through read-aloud and think-aloud the process of determining key
ideas about either narrative or expository text to write on the cube. Show the students
how to assemble the cube.
3. In small groups, guide the students to read a text and create Summary Cubes.
4. Share ideas with the class. Display Summary Cubes.
5. Encourage students to create their own cubes as follow-ups to reading narrative and
expository texts.
Information for cubes:
Option 1 / Option 2 / Option 3 / Option 4Side 1 / Who? / Title / Animal / Topic
Side 2 / What? / Characters / Habitat / Subtopic 1 and details
Side 3 / Where? / Setting / Food / Subtopic 2 and details
Side 4 / When? / Problem / Physical Description / Subtopic 3 and details
Side 5 / Why? / Solution / Classification / Summary
Side 6 / How? / Theme / Illustration / Illustration
Key Word Strategy
Purpose: To provide a structure for summarizing factual information or key points of a story:
Procedure: (student directions)
1. Read a story.
2. Reread it with the goal of trying to select a few key words that seem especially
important to the story. Make a list of these words. Be selective. You want the MOST
IMPORTANT words.
3. Cut your list apart so that each word can be moved separately.
4. Arrange the words in a way that supports you as you retell the story in your head.
(For example, in Cinderella “fireplace: and “cinders” would probably come before
“pumpkin.”)
5. Use your words to get you started writing a summary of the story.
Bio-Pyramid
1. ______
Person’s name
2. ______
Two words describing the person
3. ______
Three words describing the person’s childhood
4. ______
Four words indicating a problem the person had to overcome
5. ______
Five words stating one of his or her accomplishments
6. ______
Six words stating a second accomplishment
7. ______
Seven words stating a third accomplishment
8. ______
Eight words stating how mankind benefited from his or her accomplishments
Lyric Summary
Text: ______
Tune: ______
Verse 1:
______
Verse 2:
______
Refrain
______
Narrative-Pyramid
1. ______
Character’s name
2. ______
Two words describing the character
3. ______
Three words describing the setting
4. ______
Four words stating the problem
5. ______
Five words describing one event
6. ______
Six words describing another event
7. ______
Seven words describing a third event
8. ______
Eight words describing a solution to the problem
QuIP
Topic:Questions / Answers
Source: / Source:
1.
2.
3.
Key Word Strategy
1. Read a story.
2. Reread it with the goal of trying to select a few key words that seem especially important to the
story. Make a list of these words. Be selective. You want the MOST IMPORTANT words.
3. Cut your list apart so that each word can be moved separately.
4. Arrange the words in a way that supports you as you retell the story in your head. (For example, in
Cinderella “fireplace: and “cinders” would probably come before “pumpkin.”)
5. Use your words to get you started writing a summary of the story.
The Reader ______Date ______
The Book ______
Key Word List
My summary:
How many of your key words appeared in your summary?
Summary Cube
Name: ______Date:______
Realism and Fantasy
Realism:
Things that could happen in real life.
Fantasy:
Things that might happen and/or
things that could never happen
in real life.
La.a.2.2.1/la.a.2.2.8
Chronological
Order
The order things happen, -1st, 2nd, next, last, etc.
LA.A.2.2.1
Details
Specific facts, examples, and words that support an idea
LA.A.2.2.1
Main Idea
.The central thought or the point
the author is making
about a topic, expressed or implied,
supported by details and explanation.
In informational or expository text, the most important thought or overall position
LA.A.2.2.1
Making Judgments
Use details from the story to support your ideas about the story.
la.a.2.2.1
Sequence
The order things happen
la.a. 2.2.1
Steps in a Process
The order of actions in
recipes,instructions,directions
Clue words: like first, next, then, finally, etc., help to find the order of steps.
La.a. 2.2.1
Chronological Order
Focus Skill
/ FCATDefinition: events described in the order they happened in time.
Sequence of events: gives the order of action in a narrative or details in nonfiction.
Key Questions:
§ Tell the big events of the story/article in the order that they happened.
§ List the key events in order. Jot down phrases to remember.
§ What happened in each part of the story?
§ What happened just before __(event)? After__(event)?
§ What word(s) tells you that __(event) happened before___? After___?
§ What are the steps in the process described___(story/article)? Trace the journey of ___ (person/animal) from __ to __(time/location).
§ Name one important thing that happens early in the story/article. What is the next important thing? What is the next important thing after that?
§ Tell 3 (or more) important events in the life story of ___.
§ What did ____ do to solve his/her problems, step by step?
§ Where does the climax of the story come?
§ What did__ do to become a hero?
Words that SHOW TIME:
about first then
after immediately third
afterward later till
as soon as meanwhile today
at next tomorrow
before next week until
during second when
finally soon yesterday
Graphic Organizers:
Story map
Timeline / LA.A.2.2.1
Response Attributes:
3rd & 5th:
Distractors may include, but are not limited to, the following:
*events that are drawn from the passage and presented out of order,
*plausible but incorrect responses based on the text.
4th: Multiple Choice:
Distractors may include, but are not limited to, the following:
*facts or details that are drawn from the passage but are not main ideas,
* facts or details that are drawn from the passage but are not significant,
*events that are drawn from the passage and presented out of order,
*inferences not supported by the text,
*plausible but incorrect responses based on the text.
Short Response/Extended Response:
*SR/ER items will be scored with a holistic rubric that defines the performance criteria for each score point.*An example of a top-score response for each SR/ER item will be included.
Key Words:
§ What happened FIRST
§ What happened NEXT
§ What happened AFTER
§ What step is LAST
§ How do you…
§ What steps are taken to …
Item Type:
3rd & 5th Multiple Choice
4th: Multiple Choice, Short Response/ Extended Response
Sample:
What happens AFTER Mrs. Whipple brings Chilly Bones to Jordy’s house?
A. Mrs. Whipple asks to have her slipper back.
B. Bloocher takes Jordy’s shoe away from him.
C. Jordy thinks that Bloocher might be allowed to stay.
D. Jordy’s mother thinks she might send Bloocher away.
Drawing Conclusions/Inferencing