Good Readers Retell!

Objective: Students will be able to retell a story using the 5 finger retell strategy,
students will be able to use summarizing graphic organizer independently
Standards:
Standard - CC.1.2.4.A: Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
Standard - CC.1.2.4.C: Explain events, procedures, ideas, or concepts in a text, including
what happened and why, based on specific information in the text.
Standard - CC.1.3.4.C: Describe in depth a character, setting or event in a story or drama,
drawing on specific details in the text

Materials
Books:
Hoffman, Mary. Boundless Grace. New York, New York 1995
Hoffman, Mary. Amazing Grace. New York, New York 1991
Retelling Anchor Chart Source: https://itsmyblogyall.wordpress.com/tag/reading-workshop/,
5 finger tell graphic organizer- Source: https://www.teacherspayteachers.com/Product/5-FingerRetell-2366014

Projector/document camera or Anchor Chart paper/easel

Pencils
Student book boxes with independent reading level books

Anticipatory Set
Take a picture walk of Amazing Grace. Ask students to think of the most important parts
of the story as we flip through the pages.

Procedure
Introduction
Teacher: This week we have been focusing on the story Amazing Grace. Today we are
going to learn a new strategy that good readers do! Good readers retell a story in their
minds or out loud to make sure they understand what is happening in the story. Who
thinks they can tell me what retelling is? (Students raise their hands and volunteer their
answers.)
Students: Students responses may include the following:

To tell a story all over again

When you tell the beginning, middle, and end

I talk about people in the story and what they do

Teacher: Lets use some of your ideas to confirm what good retelling looks like. I love
how Suzie mentioned the characters in the story. When you retell you might also discuss
the setting which is when and where the story takes place. Tommy mentioned that
retelling includes the beginning, middle, and end- this is also an important part of
retelling. If you can recall all of these things then that means you comprehend or
understand the story. A simple strategy that helps me remember all of these details is
called the Five Finger Retell, wiggle your fingers and get them ready to retell!
Modeling
Teacher: I am going to use the Five Finger Retell using Amazing Grace. Its a book we
have all read together already. First I hold up my hand and make a fist. Then I lift my
thumb and think about the characters in the story- we mentioned Grace, Ma, and Nana-

only lift your thumb- dont lift a finger for each character. Next, I lift my pointer finger
and think about where the story takes place, or the setting. In this story the setting takes
place in Graces house and school. Now we know the characters and the setting.
(Teacher points to thumb and pointer finger while highlighting the words characters and
setting on the graphic organizer/anchor chart, continuing doing this for each finger and
story element) Now, I am going to add my third finger which represents what happens in
the beginning of the story. In the beginning, Grace discusses her love for stories and we
know all the stories she likes to read with her Nana. My fourth finger represents the
middle of the story. I remember that in the middle of the story Grace is at school where
she finds out there is a play she wants to participate in and her friends are discouraging.
Finally, my fifth finger is raised, this finger represents the conclusion of the story. This is
my last finger so remember this is the very last part of the story. At the end of this story
Grace auditioned and gets the part of Peter Pan- and her friends and family though she
was fantastic!
Guided Practice
Teacher: This week, we also read Boundless Grace! Remember, good readers retell the
story to make sure they understand it. I want you to take a minute to think about the story
Boundless Grace. Think of the characters, the setting, and what happened throughout the
story and when I say go I want you to turn and practice using the 5 finger retell with
your reading partner, partner 1 will go first
As students are talking in pairs, rotate around and correct any mistakes students
might be making which may include lifting too many fingers for one element,

listing too many details of the story, or excluding major events from the story. 1-2
minutes in, switch and have partner 2 complete the remaining retelling points.
After about 3-4 minutes, ask students for their attention. Praise students for their hard
work and detailed retellings.
Teacher: (Using a document camera or chart paper to display the 5 finger retell graphic
organizer.) You all did such a great job using the 5 finger retell, lets do it together to
make sure we all have it right. Put your fingers up as we list each part on our anchor
chart. Call on students to list the characters, setting, beginning, middle, and end and
record their responses on the anchor chart.
Independent Practice:
Send students off to their work spaces to complete a 5 finger retell graphic organizer
using one of their own books that they have in their book box. Remind students that they
can use the anchor chart as a reference.
1.5 Differentiation:
Students will use their independent reading leveled boxes to complete the independent
practice activity. For students reading below grade level or English Language Learners, a
simple graphic organizer can be used where students simply draw the different elements
to the story. For on level students, they can use a graphic organizer that simply lists the
events. Students who are advanced and who are reading more detailed texts may

complete a graphic organizer retelling a specific chapter of their book since they may
have not completed the entire book yet.
1.1 Closure:
Ask students to return to the carpet with their graphic organizers. Call on a 2-3 students
of varying levels to share their responses with the class. Remind students that they can do
the 5 finger during reading to make sure they are understanding the text. They can also
use the 5 finger retell after reading to recall information or make connections to another
story. Retelling is something that good readers do almost every time they read!

Assessment
Formative: Students will be assessed during the turn and talk partner time. As the teacher
is rotating and listening to students, they should stop and reteach students who seem to be
stuck and who are giving too much information or incorrect information.
Summative: Graphic organizers will be collected and assessed to be sure students are
recording accurate information. Teachers should be focusing on if students are able to
hone in on the important information to include in the retell (are they including the main
characters, at least one accurate setting, and important events in the story?)