Retell strategy Implementation in the Classroom



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RETELL Strategy Implementation in the Classroom



Teacher

Erin Affronti

Content Area /

Grade Level

4th grade Reading



Unit

(Topic or Skill)

Today we are going to read, “Animals, Animals.” We will learn about different animals and try to infer why animals have certain features and how that helps them survive.

Set Comprehension purpose: At the end of the story you will each pick your favorite animal from the story to write about. You will explain one to two features about the animal and then try to infer how these features help the animal survive.



Content Objectives


RI.4.1 Key Ideas and Details-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.3Key Ideas and Details -Explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text

W.4.2 Text types and Purpose- Write informative/explanatory text to examine a topic and convey ideas and information clearly.


Language Objectives

SL4.1 Comprehension and Collaboration- Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topic and texts, building on others’ ideas and expressing their own clearly.

SL4.2 Comprehension and Collaboration- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.



Language Objective Differentiation for Proficiency Levels:

Sentence starters are posted in the room and students decide which are appropriate to use and apply them when responding to a question.

Sentence frames are provided to students from simple to complex.

Visuals and reference back to the story are also utilized when answering the comprehension questions.

Strategy

(Name or Type)


Partner Reading (Partner reading for comprehension) Variation #3


Brief explanation of how the strategy was used

For this lesson I used a multi leveled reader I had student #2 who is the higher level non ELL reader read one sentence aloud then student #1 question or comment about the content, language structure, or word from the sentence student #1 just read. Then student #1 responds and partners switch. Since I did use multi level readers student #2 did have to read a little bit more challenge text and explain a little bit more to student #1 but student #1 was held accountable for what was in his reader.


Reflection: How and why was the strategy effective? What might you change for next time?

Partner reading helped to make the content comprehensible to my ELL students in my classroom because it provided the opportunity to discuss what was being read as well as clarifying question with another student. This shows students that discussing the text is another helpful way to activate background knowledge or provide a visual to help students make a connection and ultimately gain a greater understanding of the text. I think that giving students the strategy to use partner reading gets students excited about what they will read and gives them the power to better understand what they will read.

Partner reading helped my ELLs in the classroom produce academic language and discourse because it allowed them to discuss with others and focus on a reading strategy that they might otherwise not use. It also held them accountable for their reading and gave them the opportunity to ask questions of each other.

The next time I use this strategy I will leave make a book mark like outline of how to partner read to provide students a reminder and visual of what we did last time.

The following is the lesson sequence, I thought I would include it down here as it may be helpful for others.

Lesson Sequence:

Hook: Show students a picture of a snow leopard. What kind of animal do you think this is? Look at the picture what clues are there to show you it is not a cheetah.

Today we are going to read, “Animals, Animals.” We will learn about different animals and try to infer why animals have certain features and how that helps them survive.

Pre teach vocabulary and review sight words.

Model word solving skill: Today in addition to lips the fish I want you to try to use Eagle Eye. This is where we look closely at the pictures for clues about what we are reading. We will also continue to practice, “lips the fish.” Lips reminds us to get our lips ready by saying the first few sounds of the word out loud and try to fill in the rest. Read to the end of the sentence and think, “does that make sense?”

Set Comprehension purpose: At the end of the story you will each pick your favorite animal from the story to write about. You will explain one to two features about the animal and then try to infer how these features help the animal survive.

Go over comprehension questions, within, about and beyond.

Students wrote about one to two features about their favorite animal in the story and how these features helped the animal survive. Sentence starters and thinking maps were provided to students with visual reminders about punctuation.








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