Tell a Story Day 3 of 3
Lesson 5 of 6
Objective: SWBAT recount a literary text using key details about the beginning, middle, and end of the story.
Summary and Context
Today my students will finish reading the narrative David’s New Friends, and then they will recount the narrative using the format of beginning, middle, and end. I will look to see whether students incorporate the main message of the narrative in their recounting to demonstrate their comprehension. To foster deep comprehension, my students will be rereading independently and writing independently. In their recounting they can use both pictures and sentences. It will be interesting to see who does what.
Before they recount, we will finish reading the last part of the story with text dependent questions. These questions ask what the text states explicitly.
I share the objective. I reach the word/concept of recounting. I ask them to look at the prefix: re. I ask them if any of them know what a prefix is and what the re means.
Then, I ask them to give me words that they know start with that prefix. We make a list of words with the prefix re. I do explain what the prefix means and explain how recounting is different from retelling.
We read the final pages (pages 20 to 25 in our anthology) as a group. I continue to use cloze reading and choral reading to keep students active and engaged in the reading and help with fluency. A cloze reading involves the teacher reading aloud and intentionally leaving out a word for the students to read chorally. Choral reading is when the teacher reads a line or two, and the students, as a group, repeat.
We also continue to pause the reading at points to discuss text dependent questions that I developed ahead of time. These are the text dependent questions I ask for this part of the story. The focus is about what is happening with David and who are his new friends. I develop more questions than I need, and I invite you to choose the questions that fit the needs of your students.
A brain dance is a wonderful way to transition. It helps to wake them up and reenergize their brains after spending time digging into the text. There are various moves I have my students do, and I am attaching a document that gives details about those movements: Brain Dance Movements. I invite you to do some or all of them. You can do all of them in about 5 minutes, but I find picking a few from the list and transitioning for about 2 minutes is what works best. Music can be aded while doing the movements, too.
Students will reread the entire narrative of David’s New Friends. I will walk around to monitor their behavior. I am looking for students to use either whisper voices or be immersed in sustained silent reading.
They are reading the entire story because they will recount the story from beginning, to middle, to end.
I pull three students who I read with because they need support at this time of the year.
Recounting the Narrative
I call for my students' attention. I explain their task of recounting. I ask them to include transition words such as: first, next, then, after that, finally, and any other they like. (I have these words on the white board from a previous lesson on using transition words to recount for them to reference). In their recounting, I expect them to include between 4-5 sentences that recount the key ideas and details from the beginning, middle, and end of the story.
I will make sure to provide assistance to those who need it. This recounting is a form of an assessment. I want to see how well they understood the key details of this story.
Here are some example of their recounting:
Here is a compilation of their work: Recounting David's New Friends.