Keep in mind, the GOAL is to slowly take away the graphic organizer. For students who have a hard time coming up with connecting words, I had them write them directly into their graphic organizers with the facts and information.) (NOTE: Students received a “ cheat sheet” of these sentence starters to use as a reference. I modeled using connecting words and phrases to make my retell sound like I was talking.
#SUMMARIZE ANCHOR CHART NONFICTION HOW TO#
I showed them how to just peek at the book without actually rereading any of the sections. The first time, I read from the graphic organizer, but the next two times I used only the book and it’s text features (table of contents, photos, etc.) to guide my retell. Using the completed graphic organizer, I modeled how to retell the text using the text structure to guide us. We already covered finding key words and creating key word summaries earlier in the year, so this was a review for most of my students.) (NOTE: This may require a mini-lesson all on its own. We went over the difference between important and “not-so-important” information for each chapter. Using a non-fiction text, I modeled each step of the retelling process explicitly so students knew exactly how to fill out the graphic organizer and what information to include.
(You wouldn’t share the solutions first, obviously!) For example, with a problem & solution text, you would share information that you learned about the problem first and then discuss the solutions that were shared in the text. We discussed how non-fiction text structure is extremely important to understanding and retelling informational texts and how being able to identify the text structure helps guide us in retelling a non-fiction text. This was a great way for students to review the language and purpose of text structures.Īfter reviewing the parts of a retell, I gave each student a graphic organizer which we used as a tool throughout the week to organize the important information that needed to be included in our retells. The first day, I guided the students in completing the fill-in-the-blank sentences together using post-it notes on the chart paper, but for each day after that, I placed a sentence frame page in a sheet protector and students completed the sentences with a dry erase marker. I repeated this activity throughout the week. Students completed a “What is Text Structure?” sentence frame activity to review the definition and we discussed how text structure helps us as readers. We then took a few steps back and went over what a “structure” was.
#SUMMARIZE ANCHOR CHART NONFICTION FREE#
(Download a free copy of this reference page at the bottom of this post!) I created a reference page using this anchor chart for the students to keep in their folders.
I may have gone a bit overboard with my example, but they were laughing… and they were hooked.įirst, we created an anchor chart of what a non-fiction retell should include and what it should sound like. I shared an example of a retell with my brain “bouncing” everywhere, shouting out random facts about a topic from all different parts of the text. Of course, they were intrigued and wondered what a “bouncing brain” was, so I indulged them and dramatically modeled what some of their retells sounded like to me. To kick-off my retelling unit, I put up a “No Bouncing Brains!” poster in my classroom and told my students we were going to cure their bouncing brains. So, what’s the cure? How can we get those brains to stop bouncing? During my winter assessments, students would just recall and retell facts in whatever order that popped into their heads, with no regard to chapters, sections, or text structure. This year, I discovered that SO many of my students struggle with retelling informational texts using any kind of sequence and order. Do your students suffer from “bouncing brain” syndrome when retelling a non-fiction text?
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