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Retelling Fieldwork Assignment

Retelling Fieldwork Assignment. The Power of Retelling (2000) by Vicki Benson and Carrie Cummins. Part I. Meet with your cooperating teacher and identify a child with whom to work. Select a more proficient reader for this assignment.

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Retelling Fieldwork Assignment

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  1. Retelling Fieldwork Assignment The Power of Retelling (2000) by Vicki Benson and Carrie Cummins

  2. Part I • Meet with your cooperating teacher and identify a child with whom to work. Select a more proficient reader for this assignment. • In collaboration with your cooperating teacher select an interesting book to read aloud. One that has not been heard or read before. • For Part read the selection aloud. See steps.

  3. Go! Chart The Power of Retelling (2000) by Vicki Benson and Carrie Cummins

  4. Select some key words from the story and put them on index cards. These words should be ones related to the characters, the setting, the problem, the actions. Have the child sort them and make some predictions about the story. Record on Go! Chart. Tell the child the title without showing the book cover and ask the child to further predict. Record on Go! Chart. Show the child the cover and ask the child to make more predictions. Record. Try to help the child make logical predictions by asking him or her to provide a reason and/or some evidence based on the given information. Ask the child to predict words that might be in the story. Record. Read the story aloud.

  5. 6. After reading the selection confirm or disconfirm predictions. 7. Discuss predicted vocabulary and the words the author chose to use. Record on GO! Chart some of the authors words. 8. Have child tell what they noticed about the story? The characters? The events? The setting? (Focus on the areas that are most applicable to the story.) Model some things you noticed. Record. 9. After your discussion about things that were noticed collaboratively generate some wondering questions. 10. Finally, take turns making connections to the text. Record.

  6. Retelling Using the Graphic Organizer below have the child retell the story. Setting, Characters and Problem The Beginning Events towards solving the problem The Middle The End The resolution to the problem

  7. Record the child’s retelling. Ask open ended prompts such as: Who else was in the story? What was (name of character) like? Where did the story take place? What happened at the beginning of the story before or after( an event already provided by the student)? What was the problem in the story? How did the problem get solved? What was the author trying to tell us in the story?

  8. When you analyze the Retelling notice if • the major points are covered without prompting (characters, setting, events, problem/resolution) • the events were reported and sequenced accurately • the child related information to background knowledge • the child used precise vocabulary and detail • the child retold the story in his/her own words • the child included inferred information • the prompting supported the child's ability to retell • the child evaluates the story or asks questions about the text

  9. Complete the following checklist for Part I : WeakAdequateExcellent 1. Accurately retells literal information 2. Includes inferred information 3. Provides information about characters 4. Describes the setting 5. Includes a summary or generalization 6. Restates the problem and resolution 7. Makes evaluative statements about the text 8. Relates personal knowledge or experience to the

  10. Tips for smooth sailing • Jot down notes during each segment. Take field notes about what you noticed. • Practice by creating your own Go Chart prior to each session . • Try to work with a proficient reader since you are just learning this instructional/assessment strategy • Make sure the book selected for read aloud is of interest and lends itself to the activity and is fairly short. • Make sure the book selected for the silent reading is at the appropriate level and is of interest to the child and is fairly short. • Break into sessions at a natural breaking point especially if your child is in the primary grades. • Let the child take as much control as he or she is comfortable and scaffold for success! • Keep it positive and fun!

  11. Grading Checklist: • Includes documentation: field notes, Go! Charts • Provides rich detailed description • Analyzes what was learned • Integrates and summarizes what was learned about the child from • Uses what was learned about the child to generate ideas to support the child’s literacy development in the classroom • Makes connections to own learning, readings, class presentations, and Internet Case studies as applicable, research-based premises

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