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Retelling Strategies for Improved Comprehension

This podcast discusses the strategy of retelling as a way to assess student comprehension of stories. Retelling involves having students recount a story they've read as if telling it to someone else for the first time. It allows teachers to evaluate what information students remember and view as important. Effective retellings include the main characters, their traits, the problem, its solution, events in sequence, and only relevant details. Feedback from teachers on retellings can improve students' comprehension.

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Carolina Flores
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70 views2 pages

Retelling Strategies for Improved Comprehension

This podcast discusses the strategy of retelling as a way to assess student comprehension of stories. Retelling involves having students recount a story they've read as if telling it to someone else for the first time. It allows teachers to evaluate what information students remember and view as important. Effective retellings include the main characters, their traits, the problem, its solution, events in sequence, and only relevant details. Feedback from teachers on retellings can improve students' comprehension.

Uploaded by

Carolina Flores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

PODCAST

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AR&ved=2ahUKEwjQk8CM5dDrAhVlD7kGHbErDl8QjrkEegQICxAF&ep=6

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RETELLING A STORY

What is Retelling?

Retelling is a strategy that is used to determine how well a student has comprehended a
specific story. Retelling can be used as an effective tool in improving comprehension as well as
assessing it (Jennings, Caldwell, & Lerner, 2014, p. 268). During a retelling, teachers gain insight
as to how students are putting together the information offered in a text. When students'
understanding of a text is observed and analyzed during retelling, teachers discover what
information students remember and deem as important. According to Jennings, Caldwell, &
Lerner (2014), to begin a retelling, inform the student he or she will retell a story after it is read
(p. 268). Then, have the student read the text. After reading, ask the student to tell about the
story as if he or she was telling it to someone who had never read it. Once the student has
finished retelling the information he or she remembers from the story, you may ask the
student to elaborate on certain parts. Jennings, Caldwell, & Lerner (2014) state, "this
prompting is important for low-achieving readers, because they often know more about a
story than they will tell in a free recall" (p. 268).

Leslie and Caldwell (2001) and Caldwell and Leslie (2008) describe guidelines for evaluating a
retelling. Retellings should include:

Presence of the major character(s)

Defining characteristics of the characters

Problem presented in the story

Solution to that problem (or the end)

Events presented in sequential order

Ability to include only those events important to the story and exclude unimportant events

Indicators that a retelling may be immature:

Referring to all characters as "him," "her," or "they"

Giving a detailed description only of the first page or story segment


According to Jennings, Caldwell, & Lerner (2014), "evidence suggests that students who retell
stories improve their comprehension" (p. 269). Students' reading comprehension improves
when teachers give feedback about retellings.

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