The 2 Sisters in The Cafe Book recommend "Check For Understanding".
Model with a picture book, reading a page, stopping, and saying, "I
just read..." and retell that page. If the student is unable to do the
same thing on the next page, use "Who and what?" "Who did I just read
about? And what just happened?" This teaches students that as they
read, they should be stopping periodically and thinking about what
they just read.
On Mar 23, 2010, at 7:37 PM, [email protected] wrote:
Hi colleagues. I need some help.
I am working with two little munchkins in 2nd grade. They can both
read like the wind, but both demonstrated lots of trouble retelling
on the DRA2.
We backed up and spent time with lots of pretelling activites,
cohesive ties. We read easy books with clear story elements. We
sequenced pictures from the story that were photocopied. We did
activities to visualize the setting, etc. So far, so good.
Then we began working with Vicki Benson's retelling graphic
organizer, and for one of the students, it was an Aha moment and his
retellings have grown. He's on his way. So I am celebrating his
successes.
However, the other student is dead stuck in the water. When asked
direct questions - who were the important characters, what was the
setting, etc., she does relatively well consistently. She does an
adequate job retelling with pictures with LOTS of wait time in
between her thoughts, but I can't seem to move her beyond that.
Any suggestions/strategies you can suggest for me to try would be
greatly appreciated. Thanks.
Martha
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Kris Morris
Literacy Coach
[email protected]
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