Nothing Sticks Like a Shadow or a Bracelet!
Lesson 9 of 10
Objective: SWBAT sequence the major events from the story and practice retelling the story with teacher guidance.
Prepare the Learner
Revisit the Story
This is the fourteenth lesson in a series of fifteen.
Watch a performance of a Reader’s Theater for Nothing Sticks Like a Shadow. It is an abbreviated version of the story and helps students quickly review the major events of the story.
Multi-Media in Common Core
We see multi media addressed throughout Common Core. As our students get older and we prepare them for college and career, it will be important for them to be comfortable with different forms of media. We also want them to be able to listen for information and be actively engaged through media. Presenting the story through video meets all of those needs!
Interact with text/concept
Retelling is a key kindergarten skill that lays the foundation for summarizing in the upper elementary and later grades. I use picture support to give my second language learners and concrete reference that also prompts language. It also gives me the opportunity to clarify and reteach, if necessary, before the students independently sequence events tomorrow.
Enlarged events in pocket chart
I enlarge the events of the story so that the whole class can do this sequencing activity together. I like to do it in a pocket chart, but a chalk board ledge works well too. Before we begin, I review each of the event illustrations out of order. This is my way of making sure the kids know what each picture signifies. I usually place the first square at this point in the year.
I say: This is the name of the story Nothing Sticks Like a Shadow. Do you remember what we call the name of the story? (title) The title always goes first so that the reader knows what story we are talking about.
I say: Now, let’s look at the events we have here. Which event came in the beginning of the story? What was the FIRST event of the story. You can take volunteers or pull a name stick and have a student come up to the pocket chart to identify the first event of the story. If they do not know, I choose another student. When they pick the correct one, I help them to place it right next to the title in the pocket chart.
I follow that same pattern until all of the events are placed in order after the title.
After all of the events have been placed, we ‘reread’ the events. I say: Boys and girls, this fast way of telling a story is called a "retell/summary." A retell/summary is when we tell the story with the main events. Let's read the title. We read the title together.
I prompt: Listen as I tell about this FIRST event Remember, start your sentence with "first" and then continue telling me about the first event. First, Rabbit and Woodchuck disagreed about being able to get rid of your shadow. Say that with me. We repeat the sentence together.
I prompt: Who can now tell me about this SECOND event? Remember, start your sentence with "second' because you are talking about the second event. I choose a volunteer and coach them through the event, if necessary.
I follow the same pattern until all events have been 'read.'
Students cut out their retell bracelet. These are the exact same sketches that we just used in our pocket chart retell, so students are familiar with the event that each picture represents. I tape it around their wrist.
Working with a partner, they practice retelling the story. This is a fun way for the kids to practice retelling the story with picture prompts as support. It also can be used as homework where they can retell the story to their parents! Not only does it strengthen the home-school connection, but it gives the kids that important practice with the vocabulary of the story as well as the ordinal and transitional words we use to indicate sequence in a retell.
I prompt: Do not forget to use your words that indicate sequence. Does anyone remember what they are? How to we tell a listener or reader about order? (first, second, third, next, last, after that, finally, etc.)
As students are retelling the story with partners, I monitor and prompt where necessary. I find that my kids need the most encouragement to use the sequence trigger words, so I might ask: What number event is that one? (#3) What is the sequence word we use for #3? (third) What words do we use to indicate that the story is finished? (finally, lastly)