I have been out of the classroom and did not save it. Again, we created it together and the act of creations was important, I think.
Lori On 11/30/07 6:37 AM, "Zaffarese, Linda" <[EMAIL PROTECTED]> wrote: > Is there anyway to attach a copy of your rubric? I am currently > teaching retelling and it sounds wonderful! > > Linda Zaffarese > 2nd Grade Teacher > Sharon Elementary School > Washington Twp., NJ > (609) 632-0960 X7234 > [EMAIL PROTECTED] > > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of ljackson > Sent: Friday, November 30, 2007 8:31 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Beyond Retelling > > I developed a rubric for retelling for my kiddos--a sort of simplified > version the retelling elements from the DRA. I started with my reading > the > very sorts of books kiddos are expected to retell (not the DRA texts, > but > leveled books that reflected all the different levels in my classroom). > Then I would retell--sometimes very poorly. My first and second graders > just LOVED scoring me. One child was always designated to count the > prompts--I taught the kids only one, which was tell me more. The kids > would > groan and shake their heads with each prompt. They quickly came to > understand that it was important not to make me 'beg' for the whole > story. > After a week of this, we did partnered retelling work. Day one, the > retelling team consisted of one listener and one rater--they actually > sat > there with their rubrics and scored their partner's retelling. Day two > we > switched. I set up the listening center for students to record their > own > retellings and do what I called 'retrospective retellings", they > listened to > themselves and scored their retellings. I had wonderful conversations > with > them about their ratings (they were tough on themselves) and they began > to > have a real sense of how to 'fill in the blanks'. Two biggest results > here > were understanding and detailing of character and a tremendous drop in > the > number of required prompts--as in, almost NEVER. > > Lori > > > On 11/29/07 11:44 PM, "Debbie Goodis" <[EMAIL PROTECTED]> wrote: > >> I read about 2 stories a day to my students. Would it be helpful if I > did one >> or two a week as a lesson on retelling? For example, every "event" > stop and >> ask the students to tell me what I just read to them in their own > words. It's >> something I can do tomorrow so I thought I might try it. It seem that > when you >> want to teach a skill its helpful to use a concept that is easy for > them. Two >> or three pages at a time. Just to get them "in the habit" of thinking > in terms >> of the story in their own words. It's late, and I hope I'm being > clear. >> Thanks for any thoughts. >> Debbie >> >> >> --------------------------------- >> Get easy, one-click access to your favorites. Make Yahoo! your > homepage. >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
