Subject: Reading Content: Retelling

Standards

Grade: 1st

Date: 4/1-4/4

Objectives Day 1 SWBT orally retell the story Edward the Emu including the characters, setting, plot/problem, important events, and solution/conclusion using the retell rope and sentence starters Day 2 SWBT with The Gingerbread Man Day 3/4 SWBT with a chosen story

CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Essential Question How do I retell a story?

Assessment: Formative: Walk around and observe students retelling story to partner. Summative: Have a few students retell the story for the class.

Plan: Day 1

Materials -Edward the Emu by Sheena Knowles -Anchor Chart of Retelling Rope -Copies of Retelling Rope for students

Introduce Strategy: Readers have two jobs. One is to gure 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 will stop and retell as they read to help them understand the story. Ask: What parts of a story are important for us to talk about when we retell a story? (characters, setting, plot/problem, major events, solution/conclusion) To help us remember these important parts, I have created a retelling rope. The retelling rope reminds us what to talk about when we retell the story. Go over the different parts of the retelling rope. Say: Watch me read this story and notice how I stop after each important part and retell the story as I read. Model up to the rst event, thinking aloud how you know these are the important parts.

Stop at the rst event, and have students share with a partner what they think the rst event is. Continue until the end. Say: Now listen to me as I retell the story using the retelling rope. Point as you go down the rope. Say: Now you will get to try to retell the story. Tell the class that they will be separated into three groups. They will stand in a circle. They will go around the circle and each person will retell a part of the story. They will point at the retelling rope and can use the sentence starters provided. Divide the class into 3 groups. Walk around and assess student understanding. Assessment Come back together and have groups perform for the class. If time, allow a few students to try to retell the entire story on their own. Day 2 Review that readers have two jobs: to read the words and to think about what they!re reading. Have the students remind you of the important parts of a story we need to use when we retell a story. Say: Today we will read The Gingerbread Man. The students will read in groups, listening for the important parts of the story. Say: We may not know the important parts before reading, but we do have an idea of where they usually are in a story. B - characters/setting M - events E - conclusion/solution Allow students to read pgs. 2 - 5 with their group then come together. Ask: What important information have we learned so far? (gingerbread man, in the house) Have students read pgs. 6-9 Repeat 10-16 Then explain that the students will get with a partner, with their retelling paper they will try to retell the entire story taking turns. Model this with another student. Let students practice then have students perform for the class. Allow a few students to try to retell the story on their own. Day 3 Provide a variety of books. In groups students may choose whatever book they want. Together they will read the story, listening for the important parts and retelling the story. Come together and have groups perform.

Day 4 Tell students that today they will get the chance to choose their own book and retell it on their own. Quickly review what students should be listening for as they read (characters...setting....important events...conclusion...) Explain that students will read their story and then retell the story to themselves. When they are nished they will put a thumbs up on their desk and you will pair them with a partner. They will retell their story to a partner. As their partner reads, they will go down the retelling rope making sure their partner has included all the important parts. Have students return to their desks and pass out the retelling rope. *make sure students choose a ction story that can more effectively be retold After students have had time to practice with a partner, have a few students retell their story to the class.