Cognitive Strategies: Story Retelling
A minimum of one-paragraph stating why you chose the strategy you selected with an emphasis on how you think this strategy will benefit your CLD students (focus on the linguistic, academic, cognitive, and sociocultural dimensions of the CLD student biography).
One of the important purposes for story retelling is that CLD students can benefits for comprehension and memory retention through interaction with students. Students can get into groups, thus helping them to interact with their friends and this is very helpful as they can extend ideas by communicating with their friends, changing ideas and in fact learning language by reflecting from their friends without jeopardizing their affective filters. Basically, story retelling is beneficial for social and academic development, which I already mentioned the positive impact it has towards students’ social skills and in term of academic development, CLD students can gain benefit because listening to story again, help CLD students to reconstruct their understanding/comprehension towards the story through putting the concepts that they read into their own words.
I notice kids that I plan to teach loves talking. He and his brother love discussing the activities that they do together with friends at school with me and sometimes asking me about the recent video games I play online. By having Story Retelling as one of my strategies for them, I can see what is happening inside their brains (their thinking), their understanding, especially their preferences over the texts that I bring to them. Not just that, I will have opportunity to engage with my critical thinking questions pertaining to the topic to assist their further understanding.
? A minimum one-paragraph description of how you introduced the strategy (was it modeled as a whole group, in a small group, pairs, etc.).
I bring two different texts on the same topic. The texts have two different levels ; easy and difficult. Both of the texts related to Pyramid and Sphinx as both of them are from Egypt. I will give the easy texts first, when they are done reading, I will ask them questions pertaining to the text( main idea) and then ask them to story their experience/views as they are Egyptian.
They can choose from which aspects they want to tell me, maybe the history of pyramid, the scientific aspects or anything that captures their interest. From their stories, I will make connections with their readings.
Then from there, we are going to move on to the second texts which is more difficult. I will assist them with pictures and open ended questions to activate their thinking, this time, I will let them to refer to the text in order for them to understand and able to make connection between my questions and the texts.
? A minimum one-paragraph description of how the strategy was implemented (in what ways was the strategy practiced and applied by the students during the lesson).
I will know more about my students’ ability to comprehend text, so basically, I will ensure to put them together in the groups so that they can discuss first within their group members to exchange thoughts. If they want to tell in their native language, I think that will be fine. I will prepare paraprofessional to help me.As they are CLD students, it is not necessarily one to one questioning them; in fact, their group members can help assisting the story teller.
? A minimum one-paragraph description of how the strategy was wrapped up at the end of the lesson (what was done to conclude the strategy with the students).
I will wrap it up by doing summary of the texts, telling them what the text is all about. I will make corrections on misunderstandings pertinent to main ideas of the two texts. I will repeat the main ideas few times to ensure they listen and know what’s going on. I am expecting the answers/responses might be differences as it depends so much on students past knowledge and how they use their past knowledge to understand/construct the story again in their own words.
? A minimum one-paragraph summary of the impact the activity had on your ELL students as a result of the adaptations.
This activity will help teachers to identify the weaknesses in pronunciations that the students have. While speaking, teacher can listen to words that they utter, so it will be helpful to teacher because it provides plan for appropriate instructional designs and plans for remedy. Retelling provide significant amount of students’ understanding. Students view it meaningful because they will construct their own questions based on their schemata/past knowledge. It is authentic.
? What recommendations would you have for implementing this strategy in the future (e.g., what additional adaptations or materials would you use to further enhance the strategy for CLD students).
This can be done in group works. This will help to lower the affective filter of CLD students. Also, teacher must give students time to articulate/mentioning/explaining because sometimes CLD students are not familiar with the terms, but again through retelling, they can explain the concept very well. It is just that they need more time because they have to analyze their thinking first and then transferred to their L2.
Tags: cognitive, diffrentiated strategies.literacy, metacognitive, reading lessons