When I give a book to the child, I remind them before reading that the first thing I will ask is for them to retell the book. When they're done reading, I say, "Now please retell the book you just read. Tell me everything you remember." We have checklists (some teacher made) that go along with each story. As the child says something, we mark it down/check it off/document language. The issue that we're working on now is how to determine what's satisfactory. Is it 8 of 10? Or all main ideas w/5 details? That's where teacher judgement comes into play. We also don't give any clues, but I allow the student to look at the cover of the book -- not inside. If they ask, I let them review the story again (picture walk) before beginning their retell. I'm not sure I answered your question ... ?
Sheila --- On Fri, 2/15/08, Kendra Carroll <[EMAIL PROTECTED]> wrote: > From: Kendra Carroll <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] Comprehension strategies and Harcourt > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <mosaic@literacyworkshop.org>, "Mosaic: A Reading Comprehension Strategies > Email Group" <mosaic@literacyworkshop.org> > Date: Friday, February 15, 2008, 11:09 AM > Debbie, > > I have taught younger children as well. What do you expect > from a 2nd grader's retell? This is my first year and > am stumped by their comprehension as I said in an earlier > message. When I ask a child to retell a book, I give them > little to no proding. Our assessment tool also requires > that we not lead except with leads like... tell me more... > what happens next..., etc. I'd appreciate any feedback. > > Kendra:) _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
