Listening to a child’s story retelling is very telling, isn’t it? Have you ever listened to one where the child jumps from the beginning to end and back to the middle only to realize he/she forgot an event? Confusing right? Teaching children how stories are structured is very very important. Kids need to know what to expect from the books they read so that they know where to place their attention.
Using Fairy Tales for Introduction
Four Square Thinking Mat
In small group, we continued working on gathering information about the story elements in preparation for the remainder of the lessons.
On day 2, I was ready to introduce the students to the Uh-Oh Strategy. This idea came from a wonderful book, The Reading Strategies Book by Jennifer Serravallo. If you hadn’t discovered this book before now, I highly recommend you go straight over to Amazon and purchase it. I just love all of the wonderful teaching ideas for strategies. Anyway, let me explain uh-oh to you. (and maybe I can show it too.)
In the image below, I’ve illustrated the idea that was shared with the children, but during class, we actually made an anchor chart explaining the idea of how a story is structured and how we share/write a retelling. Then, they practiced retelling Goldilocks and the Three Bears before moving into small groups for additional practice with their leveled texts.
The Uh-oh Model
Why Retellings are Important
For an added bonus, I have two other retelling ideas I’ll close with. One is this organizer/foldable you can use with small group instruction. The top and bottom sections can fold in to create a brochure. Students can add the Title and Author to the top flap.
Another idea for story retellings I got from my friend, Heather over at Campfire Curriculum. She created these adorable cardboard hand cutouts, and labeled them like the image to the left except that she added a loop of yard through a bead across each finger that could slide from the finger tip to the “middle knuckle” as the child shares that part of the story. For example, once the characters are shared, the second bead would slide down the finger. This hands on approach could be a very helpful technique for the child who leaves parts out. (I will try to make one and add the photograph later this evening.)