Planning a Strategy Teaching Lesson · Marshall Fairy Tales James Marshall Fox Series James Marshall Retelling – Gr 1-3 Page 5. Unit of Study: Retelling Anchor Lesson: 1. Pretelling

Retelling Gr 1-3

In the beginning….. Then, ... After that, ... And then, ... Finally, ...

Do I understand what I read?

Does it make sense?

Retelling – Gr 1-3 Page 1

Unit of Study: Retelling Grade: ______

Prior Knowledge: What prior knowledge about comprehension do students need to have before entering this Unit of Study?

What is schema? Pretelling

Definition What is retelling?

Readers have two jobs. One is to figure out the words and the other is to think about what they are reading. Retelling is a strategy readers use to think about what they are reading. When we retell a story, we tell the important parts, in the right order. This helps us to understand the story better and remember it longer. Good readers stop and retell throughout the text to help them understand the story.

Concepts to Teach What are the important concepts that you will teach within this Unit of Study?

1. Pretelling 2. What is retelling? 3. What is the structure of a fictional text? 4. Elements of story 5. How do good readers stop and think about

important elements of a story? 6. Activating schema in retelling 7. Using picture walks to help retell 8. Retelling with props or pictures 9. Focusing on elements in a retelling 10. Sequence 11. Complete sequential retelling 12. Using a retelling guide 13. Good readers stop and retell throughout a

text 14. Retelling in partners (1) 15. Retelling in partners (2) 16. Retelling without pictures 17. Retelling longer texts 18. Giving book talks


Unit of Study: Retelling Grade: ______ Anchor Lessons Text Key Concepts 1. Pretelling Classroom routines • Forward thinking 2. What is retelling? Classroom discussion • Definition of retelling 3. What is the structure of a fictional text?

Fictional text with clear characters, problem and solution. Pete’s a Pizza

• Structure of fiction

4. Elements of story Pete’s a Pizza • Demonstrate the elements of a story

5. How do good readers stop and think about important elements of a story?

Cat on a Mat • Readers stop and notice the elements as they read

6. Activating schema in retelling Five Little Monkeys • Readers think about what they know about a book/topic/author before they begin reading. This helps them retell.

7. Using picture walks to help retell

Any of the texts used in previous lessons (4-6)

• Readers use pictures to retell the important elements of a story

8. Retelling with props or pictures Any of the texts used in previous lessons (4-6)

• Readers use pictures or props to retell the important elements and understand the story

9. Focusing on elements in a retelling

Cookie’s Week (setting) The Mitten (characters) One Windy Wednesday (problem/solution)

• Readers stop and notice the elements as they read

10. Sequence • Any of the texts from lesson 9 • Readers retell a story in order so that it makes sense

11. Complete sequential retelling • Any of the texts from lesson 9 • Readers retell completely and in sequence to understand the story better

12. Using a retelling guide • Any of the texts from previous lessons

• Readers use a retelling guide as a strategy to remember what to include in a complete, sequential retellng

13. Good readers stop and retell throughout a text

• The Doorbell Rang • Readers stop and retell as they read.

14. Retelling in partners (1) • IR books • 15. Retelling in partners (2) • IR books • 16. Retelling without pictures • Frog and Toad Books, Nate the

Great •

17. Retelling longer texts • Cam Jansen • 18. Giving book talks • IR books •


Unit of Study: Retelling Grade: ______ Anchor Charts • Elements of fiction

• Elements of nonfiction • Strategies to help us retell • Retelling guide • Book talk guidelines

Ways to Record Thinking Graphic Organizers, Post-its, Journals

• Post-its • Graphic organizers • Pictures • Drawing Text/Level Concept

Small Group

Independent Reading Conference Points

• Tell me what is happening in your story so far • Show me how you can use the pictures to retell your story • What do you know about this book/topic/author? • Show me how you can skim the page to retell the story • Show me how you can reread to clarify your retelling • What strategies are you using to help you retell your book? • Can you tell me about the (element) in your story?

Evidence of Understanding and Independence (Oral and written)

• Turn and Talk Conversations • Oral retellings with partners • Oral book talks • Written retellings

Celebrations of Learning • Book recommendations • Book talks • Drama –act out stories


Unit of Study: Retelling

Recommended Model Text for Retelling

Any text with clear episodes (plot) Title Author Notes

The Mitten Jan Brett (all of her books)

The Doorbell Rang Pat Hutchins

Tidy Titch Pat Hutchins

Pete’s a Pizza William Steig

Cat on a Mat Ken Wilson

Five Monkeys Jumping

Cookie’s Week Tomie de Paola

One Windy Wednesday

Snowy Day Ezra Jack Keats

Carrot Seed

Leo the Late Bloomer

Nursery Rhymes

Fairy Tales

The Hat Jan Brett

George and Martha Books James Marshall

Marshall Fairy Tales James Marshall

Fox Series James Marshall


Unit of Study: Retelling Anchor Lesson: 1. Pretelling Title of Text Lesson Plan Notes to Build Next

Lesson Select the materials

Familiar routines or activities in the classroom.

Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

Pretelling involves students consciously thinking through familiar routines and activities by identifying the steps involved and then recounting those steps. Three basic steps will help students to think forward: (1) identifying the steps involved in an activity as they participate in the activity; (2) recalling the steps from beginning to end; and (3) organizing those steps into written form. In choosing an activity or routine for the initial pretelling sessions, be sure to choose one in which students can participate in the classroom while they identify steps.

This definition is for Teachers NOT for students.


Unit of Study: Retelling Anchor Lesson: 1. Pretelling Demonstrate the Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

Today I am going to show you how I change the books in my IR bag. I am going to pretell the steps that I go through in changing my books. That means that I am going to say the steps out loud while I am changing the books. The first thing that I do when I change my books is take them all out of my bag. (Take them out) First, I look through the books and decide which books I am an expert with and which books I need more practice with. Then, I sort them into two piles (need more practice and trade) (Make the piles) After that, I put the need more practice books back into my bag. Next, I trade the other books for new books from a basket that makes me feel strong as a reader. Finally, I put all the books into my bag. (Model all these steps) Model how to recall the steps by pointing to the concrete objects used in the activity while reviewing the steps. Now , what did I just do to change the books in my bag. Let me think about each step (Retell the steps) Write the steps of the routine on a chart. Use of time order words is essential. Read the chart with the students.

Provide guided practice Invite the students to practice the strategy with teacher guidance.

Have the students read the chart with you several times.


Unit of Study: Retelling Anchor Lesson: 1. Pretelling Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

Students can think of other routines to pretell in class. Have students practice retelling these routines.

Conference Points

Share/reinforce


Unit of Study: Retelling Anchor Lesson: 2. What is retelling? Title of Text Lesson Plan Notes to Build Next

Lesson Select the materials Classroom discussion Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

Readers have two jobs. One is to figure out the words and the other is to think about what they are reading. Retelling is a strategy readers use to think about what they are reading. When we retell a story, we tell the important parts, in the right order. This helps us to understand the story better and remember it longer. Strong readers stop and retell throughout the text to help them understand the story.

Demonstrate the Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

Role-play by taking a bag to a spot and by modeling how you might use the pictures to read the story, or to recall a familiar line. Show students that when you finish reading books, you will stop and think about the story. You may look at the pictures again and tell yourself what happened.


What did you notice about how I read my books? What will you try today during IR?

Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

Today at IR I want you to think about taking your books out of your bag and beginning to read them. Stop and think about what is happening in your books. When we come back together I will want to hear about a book you enjoyed today, so think about that while you are reading.


Unit of Study: Retelling Anchor Lesson: 2. What is retelling? Conference Points • May I hear you read a section?

• Are you enjoying this book? • Tell me what is happening in

your book so far.

Share/reinforce Who has a book they would like to share with the class?


Unit of Study: Retelling Anchor Lesson: 3. What is the structure of a fictional text?

Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Choose a text that supports the strategy.

Pete’s a Pizza

Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …” Introduce the Text.

We have been talking about how readers have two jobs. One is to figure out the words and the other is to think about what they are reading. Retelling is a strategy readers use to think about what they are reading. While we learn about the strategy of retelling we are going to be reading fiction books. Fiction books are stories that are not true or imaginary. When we read fiction we think about what is going to happen in the story. This book, Pete’s a Pizza, is a fiction book. It will have characters, setting, a problem and a solution.

Demonstrate the Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader

Before I begin to read this book, I am going to think about what I think is going to happen. The title is Pete’s a Pizza. I think this boy Pete will be a character and he is going to eat some pizza. As I read the story, I am going to stop and think about what I am reading and about what is happening in the story. Oh, Pete does not eat pizza; his parents make him into a pizza to cheer him up.


Unit of Study: Retelling Anchor Lesson: 3. What is the structure of a fictional text? Provide guided practice Invite the students to practice the strategy with teacher guidance.

Turn and talk with a partner about something you remember in Pete’s a Pizza.


Today at IR, you will all have fiction books in your bag. Stop and think about what is happening in your books as you read.

Conference Points • May I hear you read a section? • Are you enjoying this book? • Tell me what is happening in

your book.

Share/reinforce Who has a book they would like to share with the class? Why did you choose to share that book?


Unit of Study: Retelling Anchor Lesson: 4. Elements of Story

Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Pete’s a Pizza Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …” Introduce the Text.

We have been talking about how readers have two jobs. One is to figure out the words and the other is to think about what they are reading. Retelling is a strategy readers use to think about what they are reading. Retelling includes the elements of a story. We are going to read Pete’s a Pizza again today. While we learn about the strategy of retelling we are going to be reading fiction books. Fiction books are stories that are not true or imaginary. When we read fiction we think about what is going to happen in the story. Fiction books have the elements of character, setting, problem and solution.


As I read Pete’s a Pizza today, I am going to stop and point out the elements that are in this story. I will look to find the characters, setting, problem and solution. Read aloud the story and stop and note the elements as you read. Think aloud how you know it is the element. For example, the setting is the house I know this because that is where the story takes place. Thinking about the elements will help me remember the story so I can retell it completely.


Unit of Study: Retelling Anchor Lesson: 4. Elements of Story Provide guided practice Invite the students to practice the strategy with teacher guidance.

Have students recall the elements of a fictional text.



Conference Points • May I hear you read a section?


your book.

Share/reinforce Who has a book they would like to share with the class?


Unit of Study: Retelling Anchor Lesson: 5. How do good readers stop and think about important elements in a story? Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Cat on a Mat Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …” Introduce the Text.

We have been talking about how readers have two jobs. One is to figure out the words and the other is to think about what they are reading. Retelling is a strategy readers use to think about what they are reading. Good readers stop and think about the important elements as they read. Cat on the Mat is a fiction story.


As I read Cat on a Mat, I am going to stop and think about the elements that are in this story. I will stop and think about the characters, setting, problem and solution. Read aloud the story and stop and note the elements as you read. Think aloud how you know it is the element. For example, the setting is on the rug. I know this because that is where the story takes place. Thinking about the elements will help me remember the story so I can retell it completely.


Have students recall the elements of a fictional text.




Unit of Study: Retelling Anchor Lesson: 5. How do good readers stop and think about important elements in a story? Conference Points • May I hear you read a section?


your book.

Share/reinforce Did anyone notice an element in one of your books today?


Unit of Study: Retelling Anchor Lesson: 6. Activating Schema in retelling Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Five Little Monkeys Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

Schema is a reader’s background knowledge that is used to understand the text. Good readers use their schema to think about the topic of a book and to understand the characters and the plot. When you think about what you know and how the book is the same or different, it will help you remember more when you retell the book.


Unit of Study: Retelling Anchor Lesson: 6. Activating Schema in retelling Demonstrate the Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

Watch how I use my schema before I read a book. This book, Five Little Monkeys, is about a song I know – Five Little Monkeys Jumping on the Bed. I know that song is about five monkeys who jump on the bed and bump their heads. I know a lot about the topic of this book, so while I am reading it I will notice things that will help me remember the story. Read the book. Stop and think aloud where your schema for the song matches the book. There are the monkeys and the mother. One is jumping on the bed and falls off. That is what happens in the song. The characters are the same. This will help me remember the characters when I retell the story. Continue to think aloud. After the second or third example, tell them to think about what they know about a book before they begin reading it. When you think about your schema before you read, it helps you remember when you retell the book.


Turn and talk with a partner about your schema for the Five Little Monkeys and how it helped you retell the book.


Unit of Study: Retelling Anchor Lesson: 6. Activating Schema in retelling Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

Before you begin reading today, take a few minutes to think about your schema for the topic of your book. Then read the book. As you are reading think about how your schema is helping you to remember the elements of story when you retell it.

Conference Points • May I hear you read a section? • Are you enjoying this book? • Tell me what is happening in the

story right now. • Retell what you have read so

far. • What was your schema for this

book? • How is your schema helping you

understand the story? • How is your schema helping you

retell the story?

Share/reinforce Who would like to share how they used their schema to help them remember their book?


Unit of Study: Retelling Anchor Lesson: 7. Using picture walks to help retell Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Any texts used in lessons (4-6) Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

Schema is a reader’s background knowledge that is used to understand the text. Good readers use their schema to think about the topic of a book and to understand the characters and the plot. Readers often take a picture walk to help them gain information about the story before they read it.


Watch how I take a picture walk of this book before I read it to gain information about the book. Model a picture walk. Stop and think aloud what you noticing about the story. On this page there is a cat on a mat. Oh on this page the dog is getting on too. Oh, at the end of the story the cat looks mad and all the animals run away. When you gain information about a book before you read it, it helps you remember the important elements when you retell the book.


Have students turn and take a picture walk with an IR book.


Today at IR, remember to do a picture walk with your book so you can retell the story and include the important elements.


Unit of Study: Retelling Anchor Lesson: 7. Using picture walks to help retell Conference Points • May I hear you read a section?

• Are you enjoying this book? • Tell me what is happening in the

story right now. • Retell what you have read so

far. • What was your schema for this

book? • How is your schema helping you

understand the story? • How is your schema helping you

retell the story? • Show me how you take a picture

walk.

Share/reinforce How did your picture walk help you retell your story? Who wants to share a picture walk with us and tell us how it helped you retell the story?


Unit of Study: Retelling Anchor Lesson: 8. Retelling with props or pictures Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Any of the texts from previous

lessons (4-6)


Readers have two jobs. One is to figure out the words and the other is to think about what they are reading. Retelling is a strategy readers use to think about what they are reading. When we retell a story, we tell the important parts, in the right order. This helps us to understand the story better and remember it longer. Good readers sometimes use the pictures or props to help them retell a book.


Choose a familiar book that you have props for or photocopy the pictures of a book to use in a retelling. Retell the story using the props. The retelling should include the all the elements and should be in sequential order. Use time order words in your retelling. I am going to retell the story Five Little Monkeys using these monkeys and this picture of a bed. Watch me retell the story. Act out the story and then have the students help you retell the story a second time.


Have students participate in retelling the story with props after you model it once.


Unit of Study: Retelling Anchor Lesson: 8. Retelling with props or pictures Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

Today during IR, I have put out some books we have read with some props for the story. You can work with a partner to use the props to retell the story. Remember to include the elements in your retelling.

Conference Points • Show me how you used the props to retell the story.

Share/reinforce Who would like to use the props to retell a book to the class?


Unit of Study: Retelling Anchor Lesson: 9. Focusing on elements in a story Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials The Mitten By Jan Brett Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

Good readers notice that stories have different elements (parts). When you retell a story it is important to know and include the characters.

This same lesson would be repeated for setting, problem and solution using different text. Isolate one element at a time. Once students are comfortable with one element, add the others. Have them try to notice one at a time before you have them begin to notice them all.


Watch me read this story and notice the characters. I can use the pictures and the words to help me. Read text and model how you notice and remember the characters. This little boy is on the cover and on the first page. His name is Nikki – he is going to be important to the story so I will remember him. I will close my eyes and picture him and his name so I can remember him. Continue to model how you notice and remember the characters. Knowing the characters will help you retell and understand the story.


Ask students to tell the strategies they noticed you using to identify and remember the characters.


Unit of Study: Retelling Anchor Lesson: 9. Focusing on elements in a story Provide Independent practice

Today when you go off to IR, remember to stop and notice who the characters are in the story. If they are important to the story, stop and think about how you will remember them.

Conference Points • May I hear you read a section?

• Are you enjoying this book? • • Retell what you have read so

far. • Tell me what is happening in

the story right now. • Who are the characters in

your book?

Share/reinforce Who would like to tell us about a character in your book? How did you notice and remember that character?


Unit of Study: Retelling Anchor Lesson: 10. Sequence Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Goldilocks and the Three Bears Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

Readers have two jobs. One is to figure out the words and the other is to think about what they are reading. Retelling is a strategy readers use to think about what they are reading. When we retell a story, we tell the important parts, in the right order. This helps us to understand the story better and remember it longer.


Unit of Study: Retelling Anchor Lesson: 10. Sequence Demonstrate the Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

I have noticed that sometimes retellings are not in sequence. I am hearing retellings that include the beginning and the end, but the middle parts are not in the correct order. This is an example of a retelling that is not in sequence: The Three Bears decided to go for a walk while the porridge was cooling off. Goldilocks came in the house. She went to bed and fell asleep. The bears came home and found her. She ran off. This retelling is not in sequence. It is difficult to understand the story if it is retold out of sequence. As you read, think about the order of events and try to retell them in sequence. Watch me use the pictures and skim for information to help me retell the story in sequence. Model a sequential retelling. Think aloud how you are remembering the order and how the pictures are helping you. When we retell in sequence, it helps us understand the story and remember it longer.


Have the students turn to a partner and try to retell Goldilocks in sequence.


Unit of Study: Retelling Anchor Lesson: 10. Sequence Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

When you go to IR today, try to notice the events in your story. Notice what is happening in the beginning, the middle and the end. The sequence is important to the story.

Conference Points • May I hear you read a section? • Are you enjoying this book? • Retell what you have read so

far. • Tell me what is happening in the

story right now. • Who are the characters in your

book? • What happened in the

beginning, the middle, the end?

Share/reinforce Who would like to try to retell the beginning, middle and end of a book they have read?


Unit of Study: Retelling Anchor Lesson: 11. Complete Sequential Retelling Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials The Three Little Pigs Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”


Demonstrate the strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

I have noticed that sometimes the retellings I am hearing from you are like swiss cheese. They are full of holes and not in the right order. Retellings need to be in sequence and include all of the important events. Model a swiss cheese retelling of The Three Little Pigs. Leave out one of the pig’s houses and leave out the wolf blowing a house down. Then… I can use strategies to help me retell this story so it is complete and in the correct order. Model a complete sequential retelling. Show the students how to use the pictures and how to skim for information to make your retelling stronger.


Unit of Study: Retelling Anchor Lesson: 11. Complete Sequential Retelling

I know there are three pigs so I am

going to remember I have to includethree houses and three visits from the wolf. I can also remember that the only house not to fall down is the brick house, so that house should be the last one I include in my retelling. When we retell completely and in the proper order it helps us to understand the story better and remember it longer.


Have the students turn to a partner and try to retell Three Little Pigs in sequence. Begin an anchor chart: “Strategies to Help Us Retell”


When you go to IR today, try to notice the events in your story. Notice what is happening in the beginning, the middle and the end. The sequence is important to the story.





beginning, the middle, the end?

Share/reinforce Who would like to try to retell the beginning, middle and end of a book they have read?


Unit of Study: Retelling Anchor Lesson: 12. Using a retelling guide Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials The Gingerbread Baby Jan Brett Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”



Unit of Study: Retelling Anchor Lesson: 12. Using a retelling guide


We have read this book many, many times together. When I try to retell this book, I can use a retelling guide to help me retell the story in sequence. This retelling guide helps me use connector words to weave our retelling together. Watch me use this guide to help me retell the Gingerbread Baby.Use a chart version of the retelling guide to talk through the retelling. Model how the language of the retelling guide weaves your language together. The title of the story is The Gingerbread Baby. The mqin characters are the mom, dad, the boy and the gingerbread baby. The story takes place on a farm. In the beginning, the family is making a gingerbread boy, but the boy takes a peek too early and the gingerbread baby jumps out of the oven. Continue modeling how you use the guide to prompt you to remember what to include and the sequence of the story. Invite the students to help you retell this familiar story. The retelling guide is a strategy you can use to help you give a complete, sequential retelling of a text.


Invite the students to retell with you after modeling to a certain point in the text.


Unit of Study: Retelling Anchor Lesson: 12. Using a retelling guide Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

Here is a retelling bookmark to use at independent reading. It is a strategy you might choose to use to help you retell.





beginning, the middle, the end? • What strategy can you use to

fill in the gaps of your retelling?

• Use your retelling guide to help you retell.

Share/reinforce

Who would like to retell a book they have read using your retelling guide?


Unit of Study: Retelling Anchor Lesson: 12. Using a retelling guide

The title of t The charact The story ta In the begin Then… After that… And then,… Then… In the end… I think…

Anchor Chart

Retelling – Gr 1-3

Retelling Guide he story is…

ers are…

kes place…

ning…

.

Page 34

Unit of Study: Retelling Anchor Lesson: 13. Good readers stop and retell throughout a text Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials The Doorbell Rang, Pat Hutchins Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

Good readers stop and retell as they are reading a text. If you wait until the end of the story to try to remember the important parts, you may forget them. Stopping and noticing what is happening as you read helps you remember the story longer.


When I want to remember a story that I have read, I stop and think as I read. While I am reading, I will stop every few pages and try to retell what I have read so far. This helps me remember the important parts when I try to retell the story after I have read it. Read text and model how you notice and remember the important parts and events every few pages. Watch me read The Doorbell Rang and observe me stop and retell every few pages. Read to page 5. So the Mom made cookies and Sam and Victoria are going to eat them. They will have 6 each. Read to page 9. So the Mom made cookies and Sam and Victoria were going to eat them. The doorbell rang and two more kids came. They will each have 3 cookies. Continue modeling.


Unit of Study: Retelling Anchor Lesson: 13. Good readers stop and retell throughout a text Provide guided practice Invite the students to practice the strategy with teacher guidance.

On page 17 have the students turn and talk to a partner. The partner groups should work together to retell the story to that page. Continue this for page 21. At the end of the story, use the retelling guide to help students retell.


Today, during independent reading stop and retell as you read so that you can remember the important parts.








Share/reinforce Who would like to retell a book they have read using your retelling guide?


Unit of Study: Retelling Anchor Lesson: 14. Retelling in partners (1) Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials IR books or books from an author

or genre study (ie. Fairy tales, James Marshall, Jan Brett)


Strong readers can retell what they have read. When we retell the story, we tell about the important parts in the right order. When we retell we often go back and fill-in some gaps or rewind to go back to confirm or clarify confusing parts. Today we are going to learn how to coach one another to help us retell.


Read aloud the text. • Say, I will start off the

retelling. • Invite one student to take

over. • When another student adds

information, thank them for filling in missing information.

• Invite another student to take over.

• When the retelling becomes confusing, tell the students we are going to rewind to confirm/clarify that part.

Model using the strategies previously taught for aiding the retelling. Review the language you used to coach the students in their retellings (start off, take over,, fill-in, and rewind to clarify).


Unit of Study: Retelling Anchor Lesson: 14. Retelling in partners (1) Provide guided practice Invite the students to practice the strategy with teacher guidance.

Explain to the listeners that their role is to coach the reader to build a stronger retelling.


Today, during independent reading you are going to work in partners. Read familiar books together and then coach each other in your retelling. Remember to use fill-ins and rewinds to make sure you include all the important parts and that it makes sense.

Conference Points • Retell what you have read so far.

• Tell me what is happening in the story right now.

• What happened in the beginning, the middle, the end?

• What strategy can you use to fill in the gaps of your retelling?


Share/reinforce Is there a partnership that would like to share their retelling?


Unit of Study: Retelling Anchor Lesson: 15. Retelling in partners (2) Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials IR books or books from an author

or genre study (ie. Fairy tales, James Marshall, Jan Brett)


Strong readers can retell what they have read. When we retell the story, we tell about all the important parts in the right order. When we retell we may need to go back and fill-in some gaps or rewind and go back to clarify confusing parts. Today we are going to learn how to coach one another to help us retell.


Read aloud the text. Model retelling in partnerships. • Role-play a partner retelling

with a student or have two students model together.

• Remind students to use strategies they have learned to help them build a complete sequential retelling.

Explain to the listeners that their role is to coach the reader to build a stronger retelling.


Have students turn and talk about what they noticed about coaching during a retelling.


Unit of Study: Retelling Anchor Lesson: 15. Retelling in partners (2) Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

Today, during independent reading you are going to work in partners. Read familiar books together and then coach each other in your retelling. Remember to use fill-ins and rewinds to make sure you include all the important parts and that it makes sense.

Conference Points • Retell what you have read so far.


• What happened in the beginning, the middle, the end?

• What strategy can you use to fill in the gaps of your retelling?


Share/reinforce Is there a partnership that would like to share their retelling?


Unit of Study: Retelling Anchor Lesson: 16. Retelling without pictures Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Any short text without pictures on

every page.


Readers retell stories to help them understand them better and remember them longer. When stories do not have pictures on every page, then readers must stop more often to make sure they can retell the story and hold onto the information.


Read aloud the short text. (You may decide to give students a copy to follow along). • Model stopping at key episodes

and retell what you have read so far.

• Model picturing the story and characters in your mind to help you remember.

• Model skimming the text to fill in missing information.


At a certain point invite students to join in the retelling. Remember to encourage fill-ins and rewinds. If students have a copy of the text, encourage them to skim for missing information.


If you are reading a text at Independent Reading that does not have pictures on every page, remember it is important to stop after key episodes to gather up your thinking to ensure you can retell the story.


Unit of Study: Retelling Anchor Lesson: 16. Retelling without pictures Conference Points • Retell what you have read so


story right now. • What happened in the




• How do you decide where to stop to retell? Show me.

Share/reinforce Ask a few students to share what strategies they used to help them retell today.


Unit of Study: Retelling Anchor Lesson: 17. Retelling Longer Texts Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Cam Jansen Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

We know that strong readers can retell what they have read. We have been practicing retelling with and without illustrations. We are going to begin retelling longer texts like chapter books. It is important to make sure you use retelling for longer books because you must hold on to your thinking over time to make sure that you understand the story and how the episodes are connected.


Read the first chapter to the students. Stop during the reading at key episodes or at the end of the chapter (if it is short) to retell. Day 2: Have the class help retell what has happened in the previous chapter. Model how you skim the text to refresh your memory. Explain/model how retelling what happened the day before helps us to get back into the story. Continue reading the text over time by first retelling what happened in the last chapter. Model how you skim the text to refresh your memory.


Encourage the class to help build the retelling each day.


Unit of Study: Retelling Anchor Lesson: 17. Retelling Longer Texts Provide Independent practice Remind students before they go off to read … “When you go to IR try …”

Remember at independent reading today, to stop every so often to make sure your reading is strong. See if you can retell what you have read. If you are reading a longer text, make sure that you skim and retell what has happened so far before you start to read to refresh your memory.

Conference Points • Show me what you did to get back into your reading today.

Share/reinforce Who would like to share a strategy they used to help them build a stronger retelling?


Unit of Study: Retelling Anchor Lesson: 18. Giving Book talks Title of Text Lesson Plan: Notes to Build Next

Lesson Select the materials Text to model abandoning books. Name the Strategy. Explain. “I have noticed that …” “A strategy readers use is …”

I have noticed that some of you keep deciding you don’t want to finish a book you have started. I call this abandoning books. Sometimes readers choose a book to read and even after they have given it a good try, they find that they are not enjoying it. They’re not interested in reading it anymore and they want to stop. Let’s talk about why readers might abandon a book.

Introduce the Text. Demonstrate the Strategy. Say: Think aloud. Show: Model. Explain: How this will help them as a reader.

I am going to share with you somebooks that I have abandoned and think aloud about why I abandoned them.

Show a piece of nonfiction: I did not have the background knowledge on the topic and was confused. Show a piece of fiction: I found it boring – too long before the action started. Show a sequel: I was disappointed in this sequel. Make a class chart: Post chart in classroom.

Why Readers Abandon Books


Unit of Study: Retelling Anchor Lesson: 18. Giving Book talks Provide guided practice Invite the students to practice the strategy with teacher guidance.

Have students turn and talk with a partner about a book they have abandoned and why they abandoned it.


It’s important to give a book a chance before you decide to abandon it, but readers do abandon books sometimes. If you are considering abandoning a book, think about why. Have you given it a good chance?

Conference Points • Are you enjoying this book? Are there any books you would recommend?

• Let’s look at what books you have read so far? What types of books do you tend to read?

• Have you read any other books by this author? In this series?

• Why/how did you select that book?

• How do you know it is a just right book?

• Retell what you have read so far.


Share/reinforce Has anyone abandoned a book this year? Discuss why you chose to abandon the book?



Documents

Planning a Strategy Teaching Lesson · Marshall Fairy Tales James Marshall Fox Series James Marshall Retelling – Gr 1-3 Page 5. Unit of Study: Retelling Anchor Lesson: 1. Pretelling