Kindergarten Oral Retell Assessment Protocol

Retell Key Details of Text Standard: With prompting and support, retell familiar stories, including key details. (RL.K.2) Materials Needed: Kindergarten Oral Retell Assessment Protocol Sheet A book from the Kindergarten Retell Selection List (this list is on the Oral Retell Assessment Protocol Sheet) and the one recording sheet for the book for each student (included in this section of the binder) Tri-fold frame for each student Crayons or pencils for each student Rubric: 1 st Trimester 2 nd Trimester 3 rd Trimester 4 Includes 5 or more key details in sequence Includes 5 or more key details in when retelling and extends story elements sequence when retelling and extends with elaboration and detailed dialogue. story elements with elaboration and 3 Includes 3 4 key details in retell including at least one event from the beginning, one from the middle, and one from the end of the story. May use character and/or setting to support plot descriptions. 2 Includes two details or only responds with labeling words for characters, setting, and/or events (rather than describing in a narrative fashion) in retell. 1 Identifies or labels 1 (or zero) basic story elements such as character, plot or events. detailed dialogue. Includes 3 4 key details in retell including at least one event from the beginning, one from the middle, and one from the end of the story. May use character and/or setting to support plot descriptions. Includes two details or only responds with labeling words for characters, setting, and/or events (rather than describing in a narrative fashion) in retell. Identifies or labels 1 (or zero) basic story elements such as character, plot or events. Kindergarten Reading Assessments, 11/21/12

Kindergarten Oral Retell Assessment Protocol Standard RL.K.2: With prompting and support, retell familiar stories* including key details. *Definition of familiar stories : a story that has been read to the students a minimum of 3 4 times. Advance Preparation: Prior to each trimester assessment, the teacher will have modeled retelling familiar stories using a tri frame with illustrations representing beginning, middle, and end. Prior to each trimester assessment, the teacher will read and build familiarity* with a book from the Kindergarten Retell Selection List. Kindergarten Retell Selection List: Crunchy Munchy (Mondo Book) The Snowy Day by Ezra Jack Keats The Gingerbread Man (any version) House for Hickory (Mondo Book) Swimmy by Leo Leonni The Three Little Pigs (any version) 2 nd Trimester After the teacher retells a familiar story from the Kindergarten Retell Selection List and models using a tri frame with illustrations representing the beginning, middle and end of the story to assist in the retell: With prompting and support from the teacher, students are asked to sketch/represent same familiar story modeled by the teacher today on their own tri frame. With prompting and support from the teacher, students retell the familiar story to their teacher and may use their student made illustrations on their tri frame as support. 3 rd Trimester After the teacher reads a familiar story from the Kindergarten Retell Selection List and reminds the students how to retell a familiar story using a tri frame with illustrations representing the beginning, middle and end of the story to assist in the retell, s/he will say something like: Class, we just read Swimmy. I want you to do a trifold for beginning, middle and end just like we did for The Snowy Day see here is my Snowy Day Trifold? Remember? Well, you get to do the very same thing only I want you do make it for this story we ve read many times together in class Swimmy. After you ve started, I m going to come around and ask you to tell me the story of Swimmy. You can use your trifold to help you tell the story. Therefore: With prompting and support from the teacher, students are asked to sketch/represent a familiar story (that is different from the one the teacher modeled previously and were reminded of today) from the Kindergarten Retell Selection List on their own tri frame. And, with prompting and support from the teacher, students retell the familiar story to their teacher and may use their student made illustrations on their tri frame as support.

Retell Look fors A House for Hickory by Kelly Mazzone, Illustrated by Pat Reynolds Common Core Standard: R.L.K 2: With prompting and support, retell familiar stories including key details. they were told. Bold = Elaboration and detail Hickory didn t have a house so he set out to see what he could find. First found a shiny, brown shell. A very safe house, thought Hickory. But a snail was living there. He found a strong, round basket. A very warm house, thought Hickory. But a kitten was sleeping there. Found a golden hive. A beautiful house, thought Hickory. But some bees were making honey already. Found a neat, straw nest. A very cozy house, thought Hickory. A bird and her chicks were living there. Found a deep, dark hole. A good house for hiding, thought Hickory. A rabbit was storing carrots there. I ll never find myself a house, thought Hickory. He nearly gave up but he came across a ragged slipper. Thought it would be someone else s house. Poked his head inside and the slipper was empty! He unpacked his bag, made his bed, and fell asleep. What a perfect house for Hickory the mouse! Student Name: Main Character(s): Hickory the mouse Setting: mostly outside (or the potential house could be considered the setting); unsure if the slipper is indoors or out. Problem: Hickory needed a house but everywhere he looked, someone else was living (or busy) there Solution: Hickory found a raggedy old slipper that no-one lived in.

Student Name: Retell Look fors A Classic Version of The Gingerbread Man or The Gingerbread Boy Common Core Standard: RL.K.2: With prompting & support, retell familiar stories including key details. they were told. NOTE: THERE ARE A NUMBER OF DIFFERENT GINERBREAD MAN/BOY STORIES OUT THERE. ONLY THE KEY DETAILS ARE BELOW. YOU MAY NEED TO ADAPT YOUR LOOK FORS SLIGHTLY TO FIT THE VERSION YOU USE. IF THE KEY DETAIL IN THER VERSION IS VASTLY DIFFERENT FROMTHIS, PLEASE CHOOSE A DIFFERENT BOOK FROM THE LIST Bole = elaboration and detail Once upon a time, there was a little old woman and a little old man. They lived in a little old house. They didn t have any children of their own, so the little old woman baked a gingerbread man/boy. When it was time for the gingerbread man/boy to be done, the little old woman opened the oven door and pulled out the man. Out jumped the gingerbread man./boy and away he ran. The little old woman and the little old man ran after him but he just laughed and shouted, Run, run, as fast as you can! You can t catch me, I m the Gingerbread Man! and they couldn t catch him. The gingerbread man/boy ran on and on past a cow who wanted to eat him he just laughed and chanted that he couldn t be caught, and he couldn t. He ran past a horse who wanted to eat him but he just laughed and chanted that he couldn t be caught, and he couldn t. He came across some threshers who wanted to eat him, but he just chanted that the old woman, old man, cow, and horse couldn t catch him and that he would run away from them too. And he did. The gingerbread man/boy ran faster than every and came across a field full of mowers. They told him they wanted to eat him. He laughed and chanted that he could run away from them too, and he did. The gingerbread man/boy was so proud that no one could catch and eat him. Then he came across a fox who chased him. The gingerbread man chanted and shouted that no one else could catch him and that the fox wouldn t be able to either. The fox said he didn t want to catch him. Just then the gingerbread man/boy came to a river. He couldn t swim across. The fox offered to have him ride on his tail and the gingerbread boy/man hopped on. The fox convinced him to hop up to his back and then to his shoulder saying that the gingerbread boy/man would get less wet there. Eventually, the fox ate the gingerbread boy/man. Main Character(s): Gingerbread Man/Boy Setting: outside (after escaping the from old woman and old man s house) Problem(s): everyone wanted to each the gingerbread man/boy but no one could catch him. Solution: The fox outsmarted the man/boy and gobbled him up.

Retell Look fors The Snowy Day by Ezra Jack Keats Common Core Standard: R.L.K 2: With prompting and support, retell familiar stories including key details. they were told. Bold = elaboaration and detail One winter morning, when Peter wokeup, snow had fallen. Snow covered everything. After breakfast, Peter put on his snow suit and ran outside. Feet sank in snow. Walked with feet pointing out. Walked with feet pointing in. Dragged his feet slowly to make tracks. Found a stick that was sticking out of the snow it made a new track. Snow fell on top of Peter s head. Thought it would be fun to join big boys in snowball fight, but knew he wasn t old enough. Made a smiling snowman. Made snow angels. Pretended to be a mountain climber. Climbed heaping mount of snow slid down. Made a snowball. Went into his warm house. Told his mom all about his adventures. Thought and thought and thought about his adventures. Before bed, looked in pocket. Pocket was empty no snowball felt very sad. While he slept dreamed that the sun melted all the snow away. But when he woke up, snow was still everywhere. New snow was falling. After breakfast, called to his friend went out together into the deep, deep, snow. Main Character(s): Peter Setting (place/time): outside in snow (mostly)/winter (or morning/daytime), inside house when getting warm or sleeping/after playing (or nighttime) Problem: snowball melted Solution: there was still more snow to play in Student Name:

Retell Look fors Swimmy by Leo Lionni Student Name: Common Core Standard: RL.K.2: With prompting & support, retell familiar stories including key details. they were told. Bold = elaboration and detail A happy school of little fish lived in a corner of the sea somewhere. They were all red. Only one of them was as black as a mussel shell. He swam faster than his brothers and sisters. His name was Swimmy. One bad day a tuna fish, swift, fierce and very hungry, came darting through the waves. On one gulp he swallowed all the little red fish. Only Swimmy escaped. He swam away in the deep wet world. He was scared, lonely and very sad. But the sea was full of wonderful creatures, and as he swam from marvel to marvel Swimmy was happy again. He saw a medusa made of rainbow jelly a lobster, who walked about like a water-moving machine strange fish, pulled by an invisible thread a forest of seaweeds growing from sugar-candy rocks an eel whose tail was almost too far away to remember and sea anemones, who looked like pink palm trees swaying in the wind. Then, hidden in the dark shade of rocks and weeds, he saw a school of little fish, just like his own. Let s go and swim and play and SEE things! he said happily. We can t, said the little red fish. The big fish will eat us all. But you can t just lie there, said Swimmy. We must THINK of something. Swimmy thought and thought and thought. Then suddenly he said, I have it! We are going to swim all together like the biggest fish in the sea! He taught them to swim together, each in his own place, and when they had learned to swim like one giant fish, he said, I ll be the eye. And so they swam in the cool morning water and in the midday sun and chased the big fish away. Main Character(s): Swimmy Setting: Sea Problem(s): a big fish ate Swimmy s siblings. Swimmy was sad/lonely. The other fish were afraid Solution: Swimmy and the school of fish swam together like one giant fish and chased the big fish away.

Student Name: Retell Look fors A Classic Version of The Three Little Pigs Common Core Standard: RL.K.2: With prompting & support, retell familiar stories including key details. they were told. NOTE: THERE ARE A NUMBER OF DIFFERENT THREE LITTLE PIG STORIES OUT THERE. ONLY THE KEY DETAILS ARE BELOW. YOU MAY NEED TO ADAPT YOUR LOOK FORS SLIGHTLY TO FIT THE VERSION YOU USE. IF THE KEY DETAILS IN A VERSION YOU WANT TO USE IS VASTLY DIFFERENT FROMTHIS, PLEASE CHOOSE A DIFFERENT BOOK FROM THE LIST. MINOR VARIANCES ARE ACCEPTABLE. Bold = elaboration and detailed dialogue. Long ago, three little pigs lived happily with their momma pig. One day, their momma told them it was time for them to go out into the world. The first little pig met a man with a bundle of straw; the little pig asked if he could have it to build a house. The man gave him the straw and the little pig built a house. Along came a wolf who knocked on the door and said, Little pig, little pig, let me come in. No, no, said the little pig. Not by the hair of my chinny chin chin. Then I ll huff and I ll puff and I ll blow your house in, said the wolf. So the wolf huffed and puffed and blew his house in and he ate the first little pig. The second little pig met a man with a bundle of sticks; the little pig asked if he could have it to build a house. The man gave him the sticks and the little pig built a house. Along came a wolf who knocked on the door and said, Little pig, little pig, let me come in. No, no, said the little pig. Not by the hair of my chinny chin chin. Then I ll huff and I ll puff and I ll blow your house in, said the wolf. So the wolf huffed and puffed and blew his house in and he ate the second little pig. The third little pig met a man with a load of bricks; the little pig asked if he could have the bricks to build a house. The man gave the bricks to the pig and the little pig built a house. Along came a wolf who knocked on the door and said, Little pig, little pig, let me come in. No, no, said the little pig. Not by the hair of my chinny chin chin. Then I ll huff and I ll puff and I ll blow your house in, said the wolf. So the wolf huffed and puffed but he couldn t blow the house in. Then, the wolf told the pig he knew where there was a nice field of turnips The wolf told the pig he d come for him the next morning so they could get turnips for dinner. The next morning, the little pig got up and hurried to the turnip field and hour earlier than he was supposed to meet the wolf. When the wolf came knocking, the pig told the wolf that he already had a pot full of turnips for dinner. The wolf was very angry. Then the wolf told the pig he knew where there was a nice apple tree. The wolf told the pig he d come for him in the morning so they could go get apples together. The next morning, the pig went to get apples an hour earlier than the wolf was supposed to show up. Just as the little pig was climbing down from the apple tree with a basket of apples, he saw the wolf was coming! The

pig threw an apple down for the wolf to try and while the wolf ran to pick up the apple, the pig jumped down and ran home. The next morning, the wolf asked the pig if he d like to go to the fair. The pig said yes and asked what time the wolf would come to get him. The pig left early for the fair and bought a butter churn at the fair. On his way home, he saw the wolf coming! The little pig jumped into the churn, which fell over and rolled down the hill with the little pig in it. This frightened the wolf so much, he ran home. Later, the wolf came to the pig s house and told him what had happened. Hah, I frightened you then, said the pig and he explained what had happened. The wolf was angry indeed. He told the pig he was going to climb down the chimney and eat him up. So, the pig hung a pot of water in the fireplace with a blazing fire under it. Just as the wolf was coming down the chimney, the little pig took the cover off the pot, and in fell the wolf. The little pig quickly put the cover on again, cooked the wolf, and ate him for supper. Main Character(s): Wolf, three little pigs Setting: outside Problem(s): The wolf wanted to eat the pigs Solution: The third little pig built a house that couldn t be blown down and he ate the wolf and didn t get eaten by the wolf.

Student Name: Retell Look fors Crunchy Munchy by Brenda Parkes, Illustrated by Deborah Haley Melmon Common Core Standard: RL.K.2: With prompting & support, retell familiar stories including key details. they were told. Bold = elaboration and detailed dialogue Farmer Rosie had an apple tree. Pig, Goat, Cow, and Horse all wanted to eat the apples thought they d be sweet and juicy. Each day, the animals came to the fence to look at the apples Farmer Rosie wouldn t share. These apples are just for me, she said. Pig and Goat tried to crawl under the fence. Cow and Horse tried to reach over the fence. None could get the apples. One night, Farmer Rosie forgot to shut the gate. In went horse. CRUNCHY MUNCHY. The animals got the apples and ate In went Cow. CRUNCHY MUNCHY. them. In went Goat. CRUNCHY MUNCHY. In went Pig. CRUNCHY MUNCHY. But then the animals stopped. The apples were not sweet or juicy. The animals were feeling very ill. Their groaning woke up Farmer Rosie. These apples are for cooking, she said. That is why I would not share them. Out went Pig. Out went Goat. Out went Cow. Out went Horse. The animals never ever looked at the apple tree again. Main Character(s): Cow, Pig, Horse, Goat, Farmer Rosie Setting: Farm Problem: Farmer Rosie wouldn t share her apples OR the animals wanted to eat the apples but couldn t Solution: The animals found out the apples did not taste good (and/or made them feel ill) so they didn t want to eat the apples anymore.