On Feb 15, 2008, at 9:09 AM, Kendra Carroll wrote:

> I have taught younger children as well.  What do you expect from a 2nd 
> grader's retell?   This is my first year and am stumped by their 
> comprehension as I said in an earlier message.  When I ask a child to 
> retell a book, I give them little to no proding.  Our assessment tool 
> also requires that we not lead except with leads like... tell me 
> more... what happens next..., etc. I'd appreciate any feedback.

I would expect a second grader to be able to name the main character 
and tell the main gist of the story, with a few details thrown in, 
hopefully in chronological order. That would be at the very basic. 
After much instruction, modeling, etc., I would expect a second grader 
to tell me the beginning, main character, problem and solution OR a few 
chronological events, and the ending, either without prompting or with 
minimal prompting.

As for saying, "tell me more".... that's about what I do anyway, simply 
because I don't want to taint their response in any way. If I feel like 
they are almost there, I might ask something like, "what happened 
next?" or "can you tell me more about that?" or even refer to a 
character, i.e., "Can you tell me about what happened with her friend?" 
or whatever.

As an additional note, I read an article written by Brian Cambourne 
about "low readers" (and this is in quotes because I'm sure it's not 
the language he used but I am not going to go look) and how they often 
have a tendency to retell every little unimportant detail, rather than 
the main gist of the text. I have found this to be true myself, and 
when I find this happening, I try to get the child to go back and tell 
me "the most important parts" which may or may not be successful. (Note 
to Brian, if you're reading this, I apologize in advance for honing in 
on this one thing from the article, which of course had much, much more 
in it.)

Renee

"Education is not the filling of a pail, but the lighting of a fire."
~William Butler Yeats


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