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Emily Hall
Mrs. Lambert Riverbend Elementary School
Lesson Presented on Thursday 10/20
Story Retelling Fox Makes Friends
Read 366
Grade Level of Student: K
Story Element
Setting and
Characters
Story Problem
Episode 1
Episode 2
Episode 3
Resolution
Reaction of
Characters
Emily Hall
Mrs. Lambert Riverbend Elementary School
Lesson Presented on Thursday 10/20
Rubric for Scoring Individual Story Elements
Complete/ detailed: 3
Partial: 2
Fragmentary: 1
Inaccurate: 0
Setting and Characters
Score: 3
Story Problem
Score: 3
Sequence of major events
Score: 2.33 (average of 3)
Resolution
Score: 3
Reaction of Characters at ending
Score: 3
Total Score: 14
13-15 Strong Retelling 9-12 Developing Retelling 5-8 Early 0-4 very little story language
THIS RETELLING WAS COMPLETED WITH SOME ASSISTANCE
Reflection:
Emily Hall
Mrs. Lambert Riverbend Elementary School
Lesson Presented on Thursday 10/20
I.
Introduction
The child studied for this assignment is also my case study child. In all documents,
he is referred to as CSS, as a I cannot use his real name.
CSS retold the story Fox Makes Friend on Thursday, October 20th.
II.
CSSs behavior
CSS is a people pleasing child. He is almost always on task and listens well in
class. He is always eager to share when asked a question, but seldom speaks out of
turn. He gets along well with all students in the class and is well liked by teachers.
CSS is Hispanic and comes from a Spanish speaking family. He came to the
elementary school at age 3 for help with speech. He falls far below the average in
literacy. He really struggles with his letters. He is able to identify all 26 letters, but
unable to state all letter sounds. He tries to write, but is typically unable to. According
to my CT, CSS is using and abusing his letters.
During this assignment, CSS was excited to participate. CSS has loved to participate
in all the observations and assessments. He is always more than willing to be
interviewed or assessed for any assignments.
CSS focused during this assignment. He was willing to listen to the story and
appeared to enjoy retelling the story.
CSS also liked the story. When asked, he said he liked the story. He smiled and was
willing to participate throughout the entire activity.
III.
Reflection of score
CSS received a different score for each section of the retelling assignment.
Setting and Characters
CSS did not know what a character was. When asked to tell the characters of the story,
he seemed to be confused. But, when the word character was explained to CSS, he was able to
successfully describe each character. Because he was able to explain all characters, he
received full points for this section of the assessment.
Story Problem
CSS caught onto the story problem in the first reading of the story. While reading the
beginning of the story, he was able to explain very quickly and easily that fox cant make
friends, he needs to go meet people and be nice to them. When asked to explain the problem,
he was able to quickly explain the problem of the story. The student can receive up to three
points for this section, and CSS was received three points, as his description of the problem of
the story was complete, detailed, and exceeded expectations. Because CSS was able to so
quickly identify the problem, it can be inferred that CSS will be able to comprehend stories on
higher reading levels. If CSS can easily find the problem in this story, at higher reading levels he
will still be able to find the problem.
Sequence of Major Events
This is the section CSS struggled the most with. He was not able to explain the first
event. Even with some teacher prompting, CSS was unable to explain the first event of the
story. When given major prompting such as, what does fox try to do first? What character does
fox meet first? CSS was able to provide a very fragmented answer. Because this was a nondetailed and short response, CSS received only one, out of a possible, three points for this
section.
CSS remembered event two of the story and was able to explain this section in much
more detail. CSS retold Fox becoming friends with a rabbit and their attempt to make a friend
out of a pumpkin. It was interesting that CSS remembered Fox and Rabbit making a friend out
Emily Hall
Mrs. Lambert Riverbend Elementary School
Lesson Presented on Thursday 10/20
of a pumpkin, as the text did not mention pumpkins, this was only seen in the pictures. CSS
received 3 out of 3 points for event two of the story. It was interesting that CSS remembered
details from the pictures more vividly than information from the text. Perhaps CSS is a visual
learner, and seeing specific details is helpful to his memory.
CSS also remembered event three of the story. The first sentence of episode 3 is
squirrel laughing at Fox and Rabbit. CSS thought this was the funniest part of the story. He was
also able to retell how the friends made an even bigger friend, still out of vegetables. Again,
CSS used the pictures he remembered seeing to assist in the retelling of the story. He
explained the third friend made to be as big as the ceiling. While the story never mentioned the
size of the third friend, the pictures showed a big friend towering over the three creatures.
Again, it was interesting to see how CSS used the pictures to explain the retelling of the story.
CSS received 3 out of 3 points for this section of the assessment.
Because the events only count as one section of the entire retelling assignment, an
average was taken and CSS received at 2.33 out of a possible 3 points. CSS was able to retell
most parts of the story, especially using the pictures. For further instruction, it is recommended
that he is read more challenging stories, still with many pictures, as pictures is what helps him
retell and remember the story.
Resolution
Just as CSS was able to pick up on the problem of the story, he was able to clearly
define the resolution. This is a very straight forward and obvious fable, so CSS was able to
predict the resolution in the beginning of the story. He received 3 out of 3 points for this section.
Reactions of the Characters
CSS was able to explain how the characters were friends forever at the end of the story.
When asked how the characters felt, he said happy because they have friends to play with! I
like playing with my friends, so that would make me happy. CSS received 3 out 3 points for this
section.
Total Score
CSS received a 14 out of 15 score (rounded down). He accurately retold the majority of
the story with minimal assistance from the teacher. He received help from the teacher only
when defining what a character and setting are, and in explaining episode one. A score of 14
out of 15 points places CSS in the strong retelling category. According to the rubric this is a
strong retelling, but because he struggled so much with explaining episode 1, he is also in the
developing retelling category, because explaining and sequencing events is also very important
to retelling a story.
Ideas for further instruction:
CSS is not able to read, but is able to retell. For further instruction and assessment, it
would be interesting to see if CSS can comprehend and retell a higher level story. It is
recommended that this same activity would be conducted with CSS, but reading a higher level
of story using more complex vocabulary and a more difficult series of events. To continue
instructing CSS in reading, it is recommended to use very short stories with sight words and
man pictures.