Retelling Corduroy - Home | Literacy Design Collaborative · Retelling Corduroy by Cathy A. Feldman ... students will learn how to retell key events of a story in chronological order

Retelling Corduroyby Cathy A. Feldman, Merry Pannia

In this module, students will learn how to retell key events of a story in chronological order. This modulewould be implemented in the middle of the fall semester following instruction on identifying characters,setting and events in a story. This module targets and explicitly teaches standards:

CCSS.ELA-Literacy.RL.K.2: With prompting and support retell familiar stories, including key details

CCSS.ELA-Literacy.W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event orseveral loosely linked events, tell about the events in the order in which they occurred, and provide areaction to what happened.

(The students are given the option of drawing their responses due to the time of year. It is the expectationthat student responses would be in a written format as the year progresses.)

It is suggested that only pencils be provided so as to not distract students “in coloring” but rather to recordthe details.

GRADES

KDISCIPLINE

ELACOURSE

Language Arts

Retelling Corduroy

Literacy Design Collaborative 1 of 19 https://s.ldc.org/u/cvztlugilf2gfdr8cozb43o59

Section 1: What Task?Section 1: What Task?

Teaching Task

Task Template K-1.12 - Informational or Explanatory

After reading Corduroy, write or draw a retelling of the story in which you describe the key events of the story.Support your response with evidence from the text/s.

Common Core State Standards

D 2 Include at least 3 examples from the text/s in your response.

Retelling Corduroy


Language Standards

L.K.1 Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.

L.K.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by,with).

L.K.1.a Print many upper- and lowercase letters.

L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when,why, how).

L.K.1.f Produce and expand complete sentences in shared language activities.

L.K.1.b Use frequently occurring nouns and verbs.

L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation,and spelling when writing.

L.K.2.b Recognize and name end punctuation.

L.K.2.a Capitalize the first word in a sentence and the pronoun I.

L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrasesbased on kindergarten reading and content.

L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowingduck is a bird and learning the verb to duck).

L.K.6 Use words and phrases acquired through conversations, reading and being read to, andresponding to texts.

Retelling Corduroy


Reading Standards for Literature

Speaking and Listening Standards

Writing Standards

Additional Standards

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

RL.K.2 With prompting and support, retell familiar stories, including key details.

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

RL.K.4 Ask and answer questions about unknown words in a text.

RL.K.10 Actively engage in group reading activities with purpose and understanding.

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topicsand texts with peers and adults in small and larger groups.

SL.K.1.b Continue a conversation through multiple exchanges.

SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turnsspeaking about the topics and texts under discussion).

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additionaldetail.

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatorytexts in which they name what they are writing about and supply some information aboutthe topic.

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or severalloosely linked events, tell about the events in the order in which they occurred, and providea reaction to what happened.

W.K.5 With guidance and support from adults, respond to questions and suggestions from peersand add details to strengthen writing as needed.

Retelling Corduroy


No standards selected

Texts

CorduroyFreeman, Don. Corduroy. New York: Viking Press, 1968. Print.

Retelling Corduroy


LDC Student Work Rubric - Informational or Explanatory

Not Yet

1

ApproachesExpectations

2

Meets Expectations

3

Advanced

4

Focus

Attempts to address promptbut lacks focus or is off-task.D: Does not addressadditional demands, orattempts lack focus or are off-task.

Addresses prompt but focus isuneven.D: Attempts to addressadditional demands but maybe uneven.

Addresses promptappropriately with a steadyfocus; stays on task.D: Addresses additionaldemands sufficiently.

Addresses all aspects ofprompt with a developed andconsistent focus; stays ontask.D: Addresses additionaldemands with thoroughnessand makes a connection tocontrolling idea.

Controlling IdeaLacks a clear topic orcontrolling idea.

Names a topic or controllingidea, though may lack clarityor credibility.

Names a credible topic orcontrolling idea.

Names and maintains a strongand credible topic orcontrolling idea.

Reading/Research(when applicable)

Provides details notconnected to the readingmaterials or to the prompt.

Provides some details fromreading materials but lacksaccuracy or relevance.

Accurately provides somedetails from reading materialsrelevant to the prompt.

Accurately and effectivelyprovides key details fromreading materials relevant tothe prompt.

DevelopmentDoes not provide details or isoff-task.

Provides some details thatsupport the focus andcontrolling idea.

Provides appropriate detailsthat support the focus andcontrolling idea.

Provides key details thatstrongly support the focus andcontrolling idea.

Organization

Lacks organization of topicand information.

Attempts to organize topic andinformation.

Demonstrates some elementsof organization: including anintroduction of topic,supporting details, and/orclosure or a concludingstatement or section.

Demonstrates elements oforganization: including anintroduction, supportingdetails, and closure or aconcluding statement orsection.

Conventions

Lacks control of grammar,usage, and mechanicsappropriate to grade level.

Demonstrates an unevencommand of standard Englishconventions appropriate tograde level.

Demonstrates a command ofstandard English conventions,with few miscues, asappropriate to grade level.

Demonstrates and maintains awell-developed command ofstandard English conventions,with few miscues, asappropriate to grade level.

ContentUnderstanding

Content is irrelevant,inappropriate, or inaccurate.

Shows uneven understandingof topic or disciplinary content.

Presents generally accuratetopic or disciplinary content.

Presents relevant andaccurate disciplinary content toenhance understanding oftopic.

Retelling Corduroy


Background for Students

Kindergarteners, we are going to read "Corduroy," a fiction text, to practice how good readers retell importantevents from the story. As we read together your job will be to think about what is happening in the story bypaying close attention to the character, Corduroy, and the events that take place throughout the story.

Extension

Not provided

Retelling Corduroy


Section 2: What Skills?Section 2: What Skills?

Preparing for the TaskTASK ANALYSIS: Ability to understand the teaching task and rubric.

Reading ProcessCOMPREHENDING THE TEXT: Targeted Skills - Ability to: (1) With prompting and support, ask andanswer questions about key details in a text. (CCSS.ELA-Literacy.RL.K.1); (2) With prompting andsupport, identify characters, settings, and major events in a story. (CCSS.ELA-Literacy.RL.K.3); (3)Actively engage in group reading activities with purpose and understanding. (CCSS.ELA-Literacy.RL.K.10). Supported Skills - Ability to: (4) With prompting and support retell familiar stories,including key details. (CCSS.ELA-Literacy.RL.K.2); (5) Participate in collaborative conversations withdiverse partners about kindergarten topics and texts with peers and adults in small and larger groups.(CCSS.ELA-Literacy.SL.K.1), a. Follow agreed-upon rules for discussions (e.g., listening to others andtaking turns speaking about the topics and texts under discussion), b. Continue a conversation throughmultiple exchanges; (6) Use words and phrases acquired through conversations, reading and being readto, and responding to texts. (CCSS.ELA-Literacy.L.K.6)

COMPREHENDING AND RETELLING THE KEY EVENTS IN THE STORY: Targeted Skills - Ability to:(1) With prompting and support retell familiar stories, including key details. (CCSS.ELA-Literacy.RL.K.2);(2) Participate in collaborative conversations with diverse partners about kindergarten topics and textswith peers and adults in small and larger groups. (CCSS.ELA-Literacy.SL.K.1), a. Follow agreed-uponrules for discussions (e.g., listening to others and taking turns speaking about the topics and texts underdiscussion), b. Continue a conversation through multiple exchanges; (3) Add drawings or other visualdisplays to descriptions as desired to provide additional detail (with a whole group retell poster).(CCSS.ELA-Literacy.SL.K.5). Supported Skills - Ability to: (4) With prompting and support, identifycharacters, settings, and major events in a story. (CCSS.ELA-Literacy.RL.K.3); (5) Actively engage ingroup reading activities with purpose and understanding. (CCSS.ELA-Literacy.RL.K.10); (6) Speakaudibly and express thoughts, feelings, and ideas clearly. (CCSS.ELA-Literacy.SL.K.6); (7) Demonstratecommand of the conventions of standard English grammar and usage when writing or speaking.(CCSS.ELA-Literacy.L.K.1), f. Produce and expand complete sentences in shared language activities; (8)Use words and phrases acquired through conversations, reading and being read to, and responding totexts. (CCSS.ELA-Literacy.L.K.6).

Transition to WritingBRIDGING CONVERSATION TO WRITING: Targeted Skills - Ability to: (1) With prompting and supportretell familiar stories, including key details. (CCSS.ELA-Literacy.RL.K.2); (2) Demonstrate command ofthe conventions of standard English grammar and usage when writing or speaking. (CCSS.ELA-Literacy.L.K.1), f. Produce and expand complete sentences in shared language activities; (3) Use wordsand phrases acquired through conversations, reading and being read to, and responding to texts.(CCSS.ELA-Literacy.L.K.6). Supported Skills - Ability to: (4) With prompting and support, identifycharacters, settings, and major events in a story. (CCSS.ELA-Literacy.RL.K.3) (5) Speak audibly andexpress thoughts, feelings, and ideas clearly. (CCSS.ELA-Literacy.SL.K.6) (6) Participate in collaborativeconversations with diverse partners about kindergarten topics and texts with peers and adults in smalland larger groups. (CCSS.ELA-Literacy.SL.K.1), a. Follow agreed-upon rules for discussions (e.g.,

Retelling Corduroy


listening to others and taking turns speaking about the topics and texts under discussion), b. Continue aconversation through multiple exchanges; (7) Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking. (CCSS.ELA-Literacy.L.K.1)

Writing ProcessRECORDING THE RETELLING: Targeted Skills - Ability to: (1) Add drawings or other visual displays todescriptions as desired to provide additional detail. (CCSS.ELA-Literacy.SL.K.5); (2) Use a combinationof drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about theevents in the order in which they occurred, and provide a reaction to what happened. (CCSS.ELA-Literacy.W.K.3); (3) With guidance and support from adults, respond to questions and suggestions frompeers and add details to strengthen writing as needed. (CCSS.ELA-Literacy.W.K.5); Supported Skills -Ability to: (4) Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking. (CCSS.ELA-Literacy.L.K.1), f. Produce and expand complete sentences in sharedlanguage activities; (5) Use words and phrases acquired through conversations, reading and being readto, and responding to texts. (CCSS.ELA-Literacy.L.K.6).

Retelling Corduroy


Section 3: What Instruction?Section 3: What Instruction?

PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES

Preparing for the Task

Notprovided

TASK ANALYSIS: Ability to understandthe teaching task andrubric.

CLASSROOMOBSERVATIONDay 1

Prompt 1: This week weare going to be workingwith the story Corduroy.We will read and rereadthe story and then we willcomplete a task. (TeacherPosts Task)

Prompt 2: Turn and talkwith your partner aboutwhat you will be practicingthis week with Corduroy.

Meets:

Students areable to identifyin their turn andtalk that theywill read andretell the eventsof Corduroy(note: this doesnot meanstudents shouldhave anunderstandingof retell as thisis the intendedlearningconcept of themodule).

Teacher will have oversized chart of teaching taskposted for students on rug.Teacher will introduce and read the task. Suggestedteacher language:

"Listen as I read the task. What’s one thing weare going to do this week?" (underline "readCorduroy"). "What else does this task ask us todo?" (Teacher reread multiple times).After 2-3 attempts teacher will give the concept ofretell. "There’s another action word; retell. As weread and reread Corduroy we will be practicingwhat good readers do after they read. They retellthe events of the story. That means we will readand practice thinking about the important thingsthat happened in the story in the order that theyhappened."

Reading Process

Retelling Corduroy


Notprovided

COMPREHENDINGTHE TEXT: TargetedSkills - Ability to: (1)With prompting andsupport, ask andanswer questions aboutkey details in a text.(CCSS.ELA-Literacy.RL.K.1); (2)With prompting andsupport, identifycharacters, settings,and major events in astory. (CCSS.ELA-Literacy.RL.K.3); (3)Actively engage ingroup reading activitieswith purpose andunderstanding.(CCSS.ELA-Literacy.RL.K.10).Supported Skills -Ability to: (4) Withprompting and supportretell familiar stories,including key details.(CCSS.ELA-Literacy.RL.K.2); (5)Participate incollaborativeconversations withdiverse partners aboutkindergarten topics andtexts with peers andadults in small andlarger groups.(CCSS.ELA-Literacy.SL.K.1), a.Follow agreed-uponrules for discussions(e.g., listening to othersand taking turnsspeaking about thetopics and texts underdiscussion), b.Continue aconversation throughmultiple exchanges; (6)Use words and phrasesacquired throughconversations, readingand being read to, andresponding to texts.(CCSS.ELA-Literacy.L.K.6)

WHOLE GROUP RETELLDay 1 (continued)

Teacher facilitated:"Kindergartners, at the endof our story today we aregoing to work together toretell the story ofCorduroy."

Meets:

Studentparticipates bysharing eventsfrom the story inwhole groupdiscussion aswell as duringturn and talkwith partner.

Use an interactive read aloud approach the teacherreads the story making sure to stop while reading tohighlight key events and the metacognitive strategiesstudents need to understand the characters and theevents in the story i.e. stopping and restating andbeing able to identify what are the key events of thetext.In the instructional language of the interactive readaloud be sure to highlight the target standard of retellby clearly teaching the concept of retell i.e. ‘Whenreaders retell a story they have read, they are carefulto include the key events, the most important thingsthat happen in the story. Readers also want to besure that they tell the story the same way the authortold it, we call that in sequence.'The teacher includes multiple opportunities forstudents to process text through oral discourse.

(Teacher has predetermined systems and routines forwhat turn and talk looks like on the rug.) This alsoprovides the teacher to do ongoing progress monitoring.

At the end of the interactive read aloud on the rugteacher facilitates a step by step retell of the story.Suggested instructional language while showing thepictures includes i.e. "Now we are going to go backand retell the story. If we are going to tell the story toanother reader what would we tell them?"Suggested stopping points: (This is the adultlanguage that we model for students knowing that theexpressive language of the Kindergartener will sounddifferent). The teacher shows the picture as eachevent is described by students (and teacherscaffolded supports).

Page 1 (of text): In the beginning we meetCorduroy, a bear who lives in a department storewith all of the other toys waiting for someone tobuy him and take him home.Page 5: Then we meet a little girl named Lisawho wants to take Corduroy home but her momsays no. They do not have money to buy him andwe then notice that Corduroy is missing a buttonand doesn’t look new.Page 10: After the store closes Corduroy startslooking for a button. He looks on the floor andthen takes an escalator up to another part of thestore where there is all types of different furniture.Corduroy thinks it is a palace but we know itcannot be because he is still in the store.Page 15: Corduroy finds a mattress and on itwhat looks like a button. He is very excited thathe has finally found his button and pulls and pullsto take it off. At last the button comes off themattress but Corduroy goes flying too and landswith a crash on the floor next to fallen lamp.Page 21: Then, a security guard (nightwatchman) hears the commotion and goeslooking as to what could have made that sound.He finds Corduroy hiding under a blanket andbrings him back to his home where all of the otheranimals and dolls are.


Retelling Corduroy


Page 23: The next day Lisa comes in buyCorduroy! She looked in her piggy bank, askedher mom and took herself to the story to buy him.Both Lisa and Corduroy are very excited. Page 28: Finally Lisa takes Corduroy to her homewhere she has a bed for him and puts a button onhis overalls. They are so lucky and happy to havea friend in each other.


Retelling Corduroy


Notprovided

COMPREHENDINGAND RETELLING THEKEY EVENTS IN THESTORY: TargetedSkills - Ability to: (1)With prompting andsupport retell familiarstories, including keydetails. (CCSS.ELA-Literacy.RL.K.2); (2)Participate incollaborativeconversations withdiverse partners aboutkindergarten topics andtexts with peers andadults in small andlarger groups.(CCSS.ELA-Literacy.SL.K.1), a.Follow agreed-uponrules for discussions(e.g., listening to othersand taking turnsspeaking about thetopics and texts underdiscussion), b.Continue aconversation throughmultiple exchanges; (3)Add drawings or othervisual displays todescriptions as desiredto provide additionaldetail (with a wholegroup retell poster).(CCSS.ELA-Literacy.SL.K.5).Supported Skills -Ability to: (4) Withprompting and support,identify characters,settings, and majorevents in a story.(CCSS.ELA-Literacy.RL.K.3); (5)Actively engage ingroup reading activitieswith purpose andunderstanding.(CCSS.ELA-Literacy.RL.K.10); (6)Speak audibly andexpress thoughts,feelings, and ideasclearly. (CCSS.ELA-Literacy.SL.K.6); (7)Demonstrate commandof the conventions ofstandard Englishgrammar and usage

CLASSROOMCONVERSATIONS(TURN AND TALK ONRUG)Day 2

Kindergarteners todaywhen we reread Corduroywe’re going to stop andpractice restating keyevents, the importantthings that happen in thestory.

Meets:

Students areable to havediscourse aboutspecifictargeted eventsin the textduringintentionalstopping pointsin thebeginning,middle and endof interactiveread aloud.Students followagreed uponrules ofdiscussion:listening toothers andtaking turnsspeaking aboutthe topics andtexts underdiscussion)Continue aconversationthrough multipleexchanges

Part I: Mini Lesson of Sequencing (Recording onGraphic Organizer)

Teacher begins with a mini lesson aboutstories/situations happening in an order (sequence) -something happens at the Beginning, in the Middleand at the End. Teacher builds and uses a graphicorganizer with the whole group (students are on therug). Teacher uses real life situations with visuals,(ie. Getting Up in the Morning, Eating Breakfast,Going to School).Suggested teacher language/example for minilesson:

"Today learners we are going to use this chart tohelp us record our thinking. We record ourthinking so we don’t forget it. By recording ourthinking on paper it helps us remember ourthoughts at a different time and allows us toprovide additional detail to our thinking and ourwork. Today we are going to record our thinkingof how we put events in order. When wesequence or retell a story we put things in orderfrom what we do first, next, last. Today I’mthinking about what I do in the morning. First, I getout of bed. I’m going to draw me getting out ofbed. I have to add details so I show exactly what Ido first in the morning. I’m going to draw myself,the bed and my teddy because I always sleepwith my teddy. He stays on the bed when I getup" (Teacher draw pictures while thinking aloudfor each event.). "Next I get dressed for school.Where should I draw the next event? Yes, afterthe first event in the beginning we think aboutwhat happens next and we show our thinking inthe next box. I’m going to show me in my schoolclothes. I’m going to add another detail to helpexplain my thinking, now that I’m wearing myschool clothes I’m going to show my pajamas onthe floor to show I changed. Before I leave forschool I have to eat breakfast! That is the lastthing I do before I leave. If this is the last eventwhere should I record my thinking on the graphicorganizer? Yes, in the last box to show that weare at the end. I’m going to add details to show Iam eating breakfast. This is the last event. Whatdetails could I add to show I am eating?" (Teachertakes responses). "I’ll show me eating my cerealand drinking my juice at the kitchen table. Ialways eat breakfast with my sister so I’m goingto add that detail."

To bring mini lesson to close teacher does a checkfor understanding by asking what sequence wordswe used to record the events in order (first, next,last/finally)KEEP CHART FOR TOMORROW LESSON

Part II: Reread and retell of story on rug

Teacher readies students for the 2nd reading ofCorduroy by telling students their job is to belistening very carefully for the events that happen in


Retelling Corduroy


when writing orspeaking. (CCSS.ELA-Literacy.L.K.1), f.Produce and expandcomplete sentences inshared languageactivities; (8) Use wordsand phrases acquiredthrough conversations,reading and being readto, and responding totexts. (CCSS.ELA-Literacy.L.K.6).

the Beginning of the Story, in the Middle of the Storyand at the End of the Story. Teacher reads pages 1-9. (FYI -first page is the first page of text) Teacher uses strategic language as a means toprompt students before they turn and talk so thatthey are focused on the task of retell.

i. e. "Kindergartners, I’m noticing there are keyevents taking place in the Beginning of thestory. Right now you are going to turn andtalk with your partner and practice retellingthose events, talking about what is happeningor taking place in the story." The prompt shouldremain the same before students turn and talkthroughout the 2nd reading.

Students turn and talk to share events from theBeginning. Teacher asks for a few volunteers toshare.Teacher follows the same process for pages 10-21(middle) and pages 22-28 (end).

Additional Attachments:

Baginning, Middle, End Graphic Organizer

Transition to Writing


Retelling Corduroy


https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/003/459/original/Corduroy_Poster20140507-2-1cdniwu.pdf?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1504372276&Signature=7tH5mIrVhBpPt2dMy92AJLfTr6c%3D&response-content-type=application%2Fpdf

Notprovided

BRIDGINGCONVERSATION TOWRITING: TargetedSkills - Ability to: (1)With prompting andsupport retell familiarstories, including keydetails. (CCSS.ELA-Literacy.RL.K.2); (2)Demonstrate commandof the conventions ofstandard Englishgrammar and usagewhen writing orspeaking. (CCSS.ELA-Literacy.L.K.1), f.Produce and expandcomplete sentences inshared languageactivities; (3) Use wordsand phrases acquiredthrough conversations,reading and being readto, and responding totexts. (CCSS.ELA-Literacy.L.K.6).Supported Skills -Ability to: (4) Withprompting and support,identify characters,settings, and majorevents in a story.(CCSS.ELA-Literacy.RL.K.3) (5)Speak audibly andexpress thoughts,feelings, and ideasclearly. (CCSS.ELA-Literacy.SL.K.6) (6)Participate incollaborativeconversations withdiverse partners aboutkindergarten topics andtexts with peers andadults in small andlarger groups.(CCSS.ELA-Literacy.SL.K.1), a.Follow agreed-uponrules for discussions(e.g., listening to othersand taking turnsspeaking about thetopics and texts underdiscussion), b.Continue aconversation throughmultiple exchanges; (7)Demonstrate commandof the conventions of

CLASSROOMCONVERSATIONSDay 3

Prompt 1:"Kindergartners, now thatyou know the story so wellwe are going to practiceretelling the whole storywith your partner. Some ofyou might use sequencewords in your retell to helpyou tell the main events inorder."

Prompt 2: How can weuse this graphic organizerto help put our ideas andretelling on paper?

Meets:

Students areable to practiceretelling all ofthe key eventsof the story.Students followagreed uponrules ofdiscussion:

listening toothers andtaking turnsspeakingabout thetopics andtexts underdiscussioncontinue aconversationthroughmultipleexchanges

Students areable to speakaudibly andexpressthoughts,feelings, andideas clearly.

Part I -

With the use of predetermined routines and systemsfor turn and talk teacher will facilitate student’s abilityto work with a partner to retell the entire story usingthe main events. Minimally students should be ableto attend to an event in the beginning, one in themiddle and one at the end.

Differentiation of learners:

For accelerated learners:

Scaffold students to use sequence words in theirretell (first, beginning, then, after, next, finally, last,etc.)Scaffold learners to add more details and/or moreevents in their retell of the complete story.

For the struggling learner:

Teacher strategically places students with one thathas better understanding for more peer to peersupportTeacher provides more check-ins and check forunderstandings paired with the actual text in hand forreference.Teacher provides an additional copy of the text forstudents to use as they practice retelling withpartner.Suggested scaffolding questions:

What part of the story did we see this event?Beginning, middle or end?Is there something that happened first/before___?Can you show me in the text where that eventtook place?Let’s use our sequencing chart to help us thinkabout what events happened and in what order.)

Part II -

Bring students together on rug using predeterminedroutines and systems. Focus of the mini lesson:adding detail and incorporating more sequencewords to retell.USE CHART/GRAPHIC ORGANIZER FROM DAY 2(Predraw 3 more picture boxes or have individualboxes precut and ready to add picture boxes intochart)Suggested teacher language:

"Yesterday Kindergartners we sequenced theeach event that takes place every morning when Iget ready for school. How did we record ourthinking, how did we put them in order? Yes fromthe beginning to the middle and the end. Whatwords did we use to sequence these events?Teacher takes responses. Just like we used first,next and last to sequence my morning we also wecan use these words when retelling a story andwe will get to practice this again today! When Iwent back I realized I was forgetting importantparts in the middle!"


Retelling Corduroy


standard Englishgrammar and usagewhen writing orspeaking. (CCSS.ELA-Literacy.L.K.1)

As teacher is referring to graphic embed this workwith the graphic organizer used on Day 2. Suggestedteacher language:

"Yesterday I forgot that after I get up I say goodmorning to my mom. I need to include that eventbecause I give her a hug every morning after Iwake up! I’m going to add that detail after what Ido first. I could say; First I get out of bed. Then Ihug my mom good morning. I’m going to add thatpicture box and draw me giving my mom a bighug. I can’t forget to add the detail that we areboth smiling because I am always so happy tosee my mom." Teacher draws pictures whilethinking aloud. "Then we know I get dressed inmy school clothes but I forgot something! After Iget dressed it is my job to make the bed. I amgoing to add that detail in a new picture box after Igot dressed. I’m going to add the detail of mypillow and blanket looking neat and organized onthe bed. Last I eat breakfast but then there’ssomething that happens after that. Finally, I haveto brush my teeth! I’m going to add a picture boxto the end."

Teacher calls on students to highlightsequencing and sequence words as well ashighlighting that retelling can have multipleevents and is not limited to 3 events (beginning,middle, and end).

End Lesson with Tomorrows Task: (SuggestedLanguage) "Tomorrow learners you will have your veryown graphic organizer and at your desks you will be ableto retell Corduroy on your own!"


Beginning, Middle, End Graphic Organizer

Writing Process


Retelling Corduroy


https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/003/555/original/Corduroy_Poster20140507-2-1cdniwu20140509-2-1q4fqeo.pdf?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1504372276&Signature=%2B5Dpn0E%2BuqSJSEdH4eEAYfE8J88%3D&response-content-type=application%2Fpdf

1 hr RECORDING THERETELLING: TargetedSkills - Ability to: (1)Add drawings or othervisual displays todescriptions as desiredto provide additionaldetail. (CCSS.ELA-Literacy.SL.K.5); (2)Use a combination ofdrawing, dictating, andwriting to narrate asingle event or severalloosely linked events,tell about the events inthe order in which theyoccurred, and provide areaction to whathappened.(CCSS.ELA-Literacy.W.K.3); (3)With guidance andsupport from adults,respond to questionsand suggestions frompeers and add details tostrengthen writing asneeded. (CCSS.ELA-Literacy.W.K.5);Supported Skills -Ability to: (4)Demonstrate commandof the conventions ofstandard Englishgrammar and usagewhen writing orspeaking. (CCSS.ELA-Literacy.L.K.1), f.Produce and expandcomplete sentences inshared languageactivities; (5) Use wordsand phrases acquiredthrough conversations,reading and being readto, and responding totexts. (CCSS.ELA-Literacy.L.K.6).

PICTURE OR TEXTDEPICTION OF 3 ORMORE EVENTS FROMCORDUROYDay 4

Prompt 1: Today we aregoing to practice retellingthe story of Corduroyagain. At your desks youwill write about thebeginning of the story, theend of the story and whathappened in the middle ofthe story.

Prompt 2: Now that youhave recorded yourthinking and completed aretell of Corduroy, turn tothe person next to you andshare your work with them.Be sure to talk about eachevent you wrote about.

Meets

Part 1:

Students areable to practiceretelling all ofthe key eventsof the story bydrawing andwriting onrecording sheet.Students use acombination ofdrawing,dictating,andwriting tonarrate a singleevent orseverallooselylinked events.Studentsrespond toquestions andsuggestionsfrom peers andadd details tostrengthenwriting asneeded.

Part 2:

Students followagreed uponrules ofdiscussion:listening toothers andtaking turnsspeaking aboutthe topics andtexts underdiscussionContinue aconversationthrough multipleexchangesStudents areable to speakaudibly andexpressthoughts,feelings, andideas clearly.

Teacher begins lesson with students at desks andrecording sheets (x2) already placed ondesks. Suggested teacher language:

“Today we are going to work at our desks to retellCorduroy just like we did yesterday together onthe rug sequencing the events of getting ready forschool. Yesterday we added more events to theretell of getting ready for school. What otherwords could use when we think about the middle?Teacher scaffolds for then, next, after. Whatabout the end? TW scaffold for finally, last."(Teacher uses same language as used in priordays to sequence the events in getting readyfor school.)"Right now I want us to think about all of theevents in Corduroy. Today you are going torecord each event that happened in Corduroy.You are going to start with the first event anddraw and write each event in the order/thesequence it happened." (Ensure that the pointof not limiting to three events is highlighted

Teacher guides students at the beginning ofrecording. Suggested teacher language:

"Kindergartners, put your finger on the first box.Right now record with words and pictures the firstevent in Corduroy. Remember to add details inyour pictures and with your words." (Continue withguided practice for events in the middle and end).

Scaffold accelerated learners by encouraging themto label box with sequence words and sentencewriting of each event as well as including multipleevents in retell.For struggling learner, have them look back and referto graphic organizer as well as having them articulatewhat happened first before recording.To encourage open ended response and multipleevents give students 2 recording sheets on thedesks.Students will use recording sheet (attached inappendix) to record 3 events in their retell.Those students who finish early can be prompted toadd detail to their picture or writing.Once students have completed work, teacher bringswhole group together to begin a peer share.Suggested teacher language for sending students offto peer share:

“Now that you have recorded your thinking andcompleted a retell of Corduroy, turn to the personnext to you and share your work with them. Besure totalk about each event you wrote about.”This allows teacher(s) for more opportunitiesfor individual conferencing.


Recording Sheets for Retelling Corduroy


Retelling Corduroy


https://ldc-production-secure.s3.amazonaws.com/payload_files/files/000/003/460/original/Corduroy_Graphic_Organizer20140507-2-rv44x5.docx?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1504372276&Signature=641918cHkZnyYufbp185thMQChs%3D&response-content-type=application%2Fvnd.openxmlformats-officedocument.wordprocessingml.document

Instructional Resources

No resources specified

Retelling Corduroy


Section 4: What Results?Section 4: What Results?

Student Work Samples

No resources specified

Teacher Reflection

Not provided

Retelling Corduroy


Documents

Retelling Corduroy - Home | Literacy Design Collaborative · Retelling Corduroy by Cathy A. Feldman ... students will learn how to retell key events of a story in chronological order