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Retelling
Proficiency
CAPSTONE PROJECT
Action Plan
WHAT
In my classroom I added a literacy station that focused on comprehension and story elements. This was an audiobook station using the story of the week provided by the curriculum as well as the comprehension strategy to go along with it. Selected students met with me at the end of each week to retell the story. During this time, I used a story clause checklist to determine which parts they were able to recall without prompts. At two different points, the selected students took the district retelling assessment to determine growth.
WHO
The comprehension strategies were implemented with all nineteen kindergarten students in my classroom; however, only six students were regularly evaluated on the topic. The students evaluated were strategically chosen based on scores received on the initially retelling assessment. These students were chosen to represent students of all backgrounds and ability levels.
HOW
I implement this by adding a literacy station focusing on comprehension and literacy. In this station, students listened to an audiotape of our book of the week. They then complete a text map focusing on the week’s assigned story element. Each week, I asked six selected students to retell the story of the week. I tracked their responses each week to determine deficiencies in retelling. I then focus on those areas during whole group instruction the following week.
WHY
Research show that listening to audiobooks helps improve young students’ comprehension by providing tones and music, which helps draw emotional connections. They were then be asked to use higher level thinking by constructing a story map to go along with each story and assigned story element. By having students retell the stories weekly, I was able to determine deficiencies that may need to be addressed whole group or in small groups.
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