How to Support Teachers Use of. Story Retelling. Cate Heroman and Carol Aghayan. Early Childhood Consultants and Authors
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1 How to Support Teachers Use of Story Retelling Cate Heroman and Carol Aghayan Early Childhood Consultants and Authors
2 On a scale of 1-5, with 1 being clueless and 5 being I m an expert, rate your current knowledge and comfort level with storytelling and retelling. Cate Heroman, LLC & Carol Aghayan, LLC 2
3 Storytelling and retelling like making gumbo! 2013 Cate Heroman, LLC 3
4 Big picture for today s The what, why and how of story retelling Retelling and reconstructing stories from narrative books Retelling stories from predictable books Retelling after oral storytelling Strategies for supporting teachers use of story retelling Resources 4
5 The what, why and how of story retelling 5
6 What is story retelling? 6
7 Why is story retelling important? Concepts of stories Comprehension Vocabulary Oral language receptive and expressive 7
8 How do children s story retelling skills develop over time? 8
9 Common Core State Standards ELA Literacy RL.1.2 Kindergarten With prompting and support, retell stories, including key details 9
10 Retelling stories with visual aids and props can be highly beneficial to English- and duallanguage learners. 10
11 Children with special needs benefit from participating in story retelling. 11
12 How to Sharing the story Select appropriate stories. Engage the children in an interactive storytime(several times). Retelling Introduce props for retelling. Model retelling and guide children by providing prompts. Invite children to retell, offering support and prompts when needed. Make the book and props available for children s use during choice time and encourage independent retelling. 12
13 Scaffolding Story Retelling Carol Aghayan, LLC I do you watch Carol Aghayan, LLC I do you help Source: Heroman, Cate & Copple, Carol. Teaching in the Kindergarten Year K Today. Ed. Dominic F. Gullo. Washington, DC: NAEYC, 2006, p
14 Scaffolding Story Retelling You do I help You do I watch Carol Aghayan, LLC Carol Aghayan, LLC Source: Heroman, Cate & Copple, Carol. Teaching in the Kindergarten Year K Today. Ed. Dominic F. Gullo. Washington, DC: NAEYC, 2006, p
15 Research shows that the most effective group size for a read aloud is: 15
16 Take a look at these two pictures. A. Egg carton caterpillar art project B. Sock puppet with paper plate food items the caterpillar ate 2013 Cate Heroman, LLC 16
17 Which of these experiences do you think has a greater impact on comprehension and oral language? After reading The Very Hungry Caterpillar 17
18 Types of props for story retelling 18
19 Easily found objects 19
20 Story clothesline Carol Aghayan, LLC 20
21 Flannel board stories Felt Pellon Milk filters! Paper with sandpaper square on back Velcro 21
22 Masks Carol Aghayan, LLC Photo taken by Ann Scalley, teacher at Lesley Ellis School 22
23 Magnetic boards Oil drip pan Carol Aghayan, LLC Cookie sheet 23
24 Light table or shadow puppets Carol Aghayan, LLC Cate Heroman, LLC 24
25 Storytelling stones Photo taken by Ann Scalley, teacher at Lesley Ellis School Photo taken by Ann Scalley, teacher at Lesley Ellis School Carol Aghayan, LLC 25
26 Retelling story stick Carol Aghayan, LLC 26
27 Stick puppets 27
28 Costumes and dress-up clothes 28
29 Hats, caps, visors, and headbands 29
30 Sequencing picture cards 30
31 Downloadables 31
32 Stuffed animals/dolls 32
33 Swallowing puppets 33
34 Purchased storytelling props/kits 34
35 Photos of children retelling the story 35
36 Chalk talk/drawing Photo taken by Ann Scalley, teacher at Lesley Ellis School 36
37 Digital storytelling using whiteboard app Doodlecast app 37
38 ebooks Photo taken by Ann Scalley, teacher at Lesley Ellis School 38
39 Digital storytelling My Story Voice Thread Draw and Tell 39
40 Retelling after listening to a read or told in these formats: Narrative picture books Predictable books Oral storytelling 40
41 Retelling and reconstructing stories from narrative storybooks 41
42 2012 Research Report from Meta analysis of 11 studies including 687 toddlers and preschoolers Story retelling influenced both story-related comprehension and expressive vocabulary as well as nonstory-related receptive language and early literacy development Use of particular characteristics of story retelling were associated with positive child outcomes Source: Dunst, C. J., Simkus, A., & Hamby, D. W. (2012). Children's story retelling as a literacy and language enhancement strategy. (CELLreviews Vol. 5, No. 2). Asheville, NC: Orelena Hawks Puckett Institute, Center for Early Literacy Learning. Retrieved Sept. 19, 2013, 2013 from Cate Heroman, LLC & Carol Aghayan, LLC 42
43 Research-based characteristics of good story retelling practices Adult reading Relates story to child interests/experiences Uses visual aids Prompts child response Asks open-ended questions Reviews story Re-reads story Child retelling Makes books accessible to children Adult prompts child to retell Encourages child role play (book acting) Uses manipulatives Uses visual aids Adult prompts the child to elaborate 43 Source: Dunst, C. J., Simkus, A., & Hamby, D. W. (2012). Children's story retelling as a literacy and language enhancement strategy. (CELLreviews Vol. 5, No. 2). Asheville, NC: Orelena Hawks Puckett Institute, Center for Early Literacy Learning. Retrieved Sept 19, 2013 from
44 Research findings: Incorporating 3-4 of the story retelling strategies into a single retelling episode is likely to result in positive outcomes. 1-2 characteristics not effective 3 or more had a larger effect 5-6 characteristics had the largest effect 44
45 Repeated, interactive read alouds Story reconstruction Sources: McGee, Lea M., & Schickedanz, Judith A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher. 60(8), Article summary at 45
46 Retelling stories from predictable books 46
47 Benefits of predictable books Children see themselves as readers. Children learn the text quickly. Join in on key words and phrases. Children read along with simple texts. Retell many predictable books verbatim. As children acquire one-to-one matching of spoken to written words, they may begin to recognize words. 47
48 Chain or circular stories The storyline is linked so that the ending of the book goes back to the beginning. 48
49 Cumulative stories Each time a new event occurs in the story, all of the previous events are repeated. 49
50 Repetition of a phrase The same phrase, sentence or passage repeats throughout the story. 50
51 Familiar sequence The story is organized around a recognizable concept, e.g., days of the week, numbers, alphabet, opposites. 51
52 Pattern story Scenes in the story are repeated with a little variation. 52
53 Question and Answer Questions that are the same or similar are repeated throughout the story. 53
54 Rhyme Rhyming words, refrains or patterns are repeated throughout the book. 54
55 Songbooks These books include illustrated verses of children s songs. 55
56 Retelling stories heard after oral storytelling 56
57 Tips for oral storytelling Know the story well, but don t memorize it word-for-word. Use stories with familiar refrains and phrases that repeat and children can participate. Plan ways for children to take part in the action. Be expressive. Use gestures. Use eye contact. Vary the length of the story to match children s attention span. Practice! 57
58 Strategies for Supporting Teacher s Use of Story Retelling Help teachers acquire a high-quality classroom book collection. Start a story prop lending library. Video a read aloud, storytelling or guided retelling and analyze it together. Share professional articles. Start a Pinterest board of retelling ideas. Invite teachers to share story props at a team meeting. Provide materials and time to create props. 58
59 After this webinar Look for an with a booklist and references. Checkout our Pinterest page on retelling: cateheroman/story-retelling-props/ Join us for a live twitter chat following this webinar - hashtag #ecelit 59
60 for joining us today! And a very special thank you to Ann Scalley Candy Jones Bonnie Blagojevic Rebecca Isbell Sue Mistrett Monica Vacca Kacy Hobbins Deborah Stewart Renee Casbergue Lea McGee Fran Simon Karen Nemeth Andrea Goggins Andrew Davis Angela Meiners Follett Early Learning 60
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