Students Will Write a Retelling of a Familiar Story That Has Been Previously Read

Writing Process

Written Retell

Goal

Students will write a retelling of a familiar story that has been previously read.

Basic Center

Materials

·  Paper

·  Variety of writing tools

·  Interactively written model of a written retell

·  Variety of texts

Preparation

Teacher will:

·  Read aloud a text and focus conversation to retell the events of the story in sequence.

·  Facilitate the retelling using the terms beginning, middle and end.

·  Reread text and use interactive writing to create a written retelling to post as a model.

Procedures

Students will:

·  Revisit, reread or listen to a familiar text.

·  Retell the text in writing using pictures or words.

·  Include the beginning, middle and end of the text in the written retelling.

Beyond the Basic Center

Additional Center Ideas:

1.  Students choose four events from the story to record in sequence, using pictures and words. Students create a “Story Circle” to retell the story to a partner (see pages ). Provide page , parts A and B and paper fasteners.

2.  Provide students with flannel boards and flannel pieces that are from familiar stories. In a small group, students use flannel pieces and retell the events of the story orally. Students then record their oral retelling in writing.

3.  Introduce students to the text structure of a news article during shared reading. Determine the “who,” “what,” “where,” “when,” and “why” in the text, and explain that all newspaper articles contain this information. Use interactive writing to retell the events of a familiar story using this format. Students then use the format to write their own retellings in the style of a news article.

4.  Fold a piece of construction paper so that it is has nine boxes. While reading a chapter book, student record a summary of the important events of each chapter in the individual boxes. Key events from the chapter may be illustrated beneath the text. Upon completion, students cut apart the boxes and have the their friends read and sequence the story.

5.  Introduce students to story mapping with a graphic organizer. Discuss the elements of a narrative, including setting, characters, problem, story events and problem resolution. Students then use the graphic organizer to plan and organize their written retell.

Additional Resources

Babbitt, N. Tuck Everlasting. Farrar, Straus and Giroux, 2002. ISBN 0374480133

Blume, J. Double Fudge. Penguin Putnam Books for Young Readers, 2002. ISBN 0525469265

Carle, E. Very Hungry Caterpillar. Putnam Publishing Group, 1986. ISBN 0399213015

Chabon, W. Summerland. Talk Miramax Books, 2002. ISBN 0786808772

Cuyler, M. 100th Day Worries. Simon & Schuster Books for Young Readers, 2000. ISBN 0689829795

Numeroff, L. If You Take a Mouse to School. HarperCollins Children’s Books, 2002. ISBN 0060283289

Osbourne, M. Thanksgiving on Thursday (Magic Tree House #27). Random House, Inc., 2002. ISBN 0375806156

Park, D. Junie B., First Grader: Boss of Lunch. Random House Children’s Books, 2002. ISBN 0375815171

Sendak, M. Where The Wild Things Are. HarperCollins Children’s Books, 1984. ISBN 0064431789