![]() The cookie is used to store the user consent for the cookies in the category "Analytics". This cookie is set by GDPR Cookie Consent plugin. These cookies ensure basic functionalities and security features of the website, anonymously. ![]() Necessary cookies are absolutely essential for the website to function properly. I love how I can just pull out the bin when I need it and add resources as I collect them throughout the week! It’s so helpful to have reference posters, mini-lesson materials, graphic organizers, and mentor texts all in one place! I organize all of my mentor texts, mini-lesson materials, reference posters, and graphic organizers in Iris cases. The Story Structure Comprehension Kit is such a helpful resource for keeping my comprehension lessons consistent. I love being able to teach story elements using mentor texts and quality printable materials. Then, I always keep some on hand during guided reading. I will run off 10-15 copies of each graphic organizer and let them pick which one they feel best fits with their independent reading book. ![]() Providing various options for showing learning is key! I also like to incorporate student choice. Graphic organizers help students visually organize a story’s elements, increasing their ability to retell, summarize, and comprehend the story. When it feels like they are ready, we pair the skill with books on their independent reading level. Or, I’ll assign them each an element to listen for as we are reading. Sometimes, I pair them with partners or put them in small groups to write out the story elements on Post-Its. Other anchor charts are creative and use ideas like a hand to identify the main elements of retelling.As we revisit the mentor texts and read additional books that connect with the skill, I slowly pull back support and allow students to take over with identifying story elements. There are some charts that are logically organized, but which are handwritten and use sketches that illustrate the elements, or examples from specific stories. These charts usually explain the points and then give a drawing to illustrate the essence of each. Some anchor charts are quite formal and present the five elements of retelling in blocks, or as separate points in a list. Anchor charts are the perfect way to present these and the process of retelling them in different ways. However, the same five elements must always be present. Retelling a story is something that can be done in different ways. Using retelling anchor charts in different ways It can also include illustrations from sample texts the students will work from. The chart should use illustrations to help the students understand the elements of retelling. Spaces must be left on the chart where students can fill in the points they work out from their analysis of a story. Interactive chart: It should name the five elements necessary for retelling.Illustrative chart: It should name the elements and give an example of each from a specific story.Information chart: It may give information about the five elements, which means identifying them and giving an explanation of each.The purpose and style of the anchor chart must be made clear: The chart must state the five elements of a story that need to be identified: characters, setting, problem, events, solution. Like any anchor chart, a good retelling chart needs to capture the students’ attention by using color, different fonts, headings and pictures. What elements should be in a retelling anchor chartĪ good retelling anchor chart should contain certain elements that will make it useful for the students and easier for you to use in your classroom. Final thoughts on retelling anchor charts.Inspiration for retelling anchor charts.Using retelling anchor charts in different ways.What elements should be in a retelling anchor chart.There are also 17 useful examples of anchor charts to work from. I will discuss what you should include or look out for in a good retelling chart. In this post, you will learn about retelling anchor charts. “Can I tell you the story?” Isn’t that something you’ve heard your students ask? How many times are you given the whole story, not a potted version? You students tell you everything about a story, not the main points? They need to be taught to pull out only the necessary elements to retell a story effectively.
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