Adapted from Checking for Understanding and Summarizing, Paraphrasing, and Retelling, Emily Kissner This strategy, the oral equivalent of paraphrasing, is best used during reading if an extended text has been chunked into smaller sections (common in textbooks) or as a post-reading routine. Repeated practice with retellings (students usually need four practice sessions) has been shown to have a significant positive impact on reading comprehension (Fisher, Frey 27). Retellings work with both informational and narrative texts. With informational and rhetorical texts, students retell the information and propositions; with narrative texts, students retell the elements of the story. In order to effectively retell a text, students will need to grasp not only the main ideas, events, and characters but their development over the course of the text.
A Retelling Rubric for Fiction and for Informational Text are available here. Standards: RL2, RL3, RL5, RIT1, RIT2, RIT3, RIT5, RIT8, SL6, L1, L6 |
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