Has the struggling student been talk to visualize when she reads? Perhaps,
too, she might benefit from having to act out the story when she reads
either with puppets or by doing readers' theaters. I'm just wondering if she
is getting the "gist" but not playing the story out in her head like a
movie.
Katie
Special Education Inclusion Teacher
District 4, Addison, IL
On Tue, 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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