ASsignment 6 TJ

Unit 6: Final Project 2

After reading the students' retelling of the story "How the Chipmunk Got Its Stripes," it has been determined that the student could recall some of the vital information from the text. However, the student missed several essential parts of the story that should have been included in the retelling. In order to master the retelling of the story, the student had to show that he understood the information read in the passage by identifying the story elements throughout the retelling. The student also needed to be able to infer to determine the moral of the story and why Bear was so angry with Chipmunk. My overall impression was that the student might have understood what he read but left out important details. Based on these findings, the student may lack some basic comprehension skills.

Based on the retelling, one of the student's strengths was identifying the main characters. Throughout the retelling of the story, the student talked specifically about Bear and Chipmunk, which shows that the student can recall information and identify who the main characters were in the story. The student also talked about the relationship between Bear and Chipmunk. He let us know that Bear was a bully and that Chipmunk was not afraid of Bear, which shows that the student could identify the conflict between Bear and Chipmunk. Consequently, the student has some literal comprehension and inferential comprehension because he inferred that Chipmunk was not afraid of Bear. Although the student was able to recall information, more information was required.

A weakness identified was that the student left out many key details in the retelling of the story. Initially, the student left out how the animals wondered if it would be better to remain in darkness or to have light. If I had never read the story, I would be wondering, "Why did the bear chase the chipmunk?" or "Why do chipmunks have stripes?" The student left out these crucial details. In addition, although the student identified the main characters, he left out the other characters in the story. I thought it was important to know that Racoon and Wolf agreed with Bear to remain in darkness, while Chipmunk preferred light. Because the student left out so many vital details, it is clear that the student does not know how to self-monitor when reading.

The student utilized some literal comprehension because he was able to recall basic information from the text. For example, the student was able to recall that the main characters were Bear and Chipmunk. The student also utilized some inferential comprehension because he could infer that Chipmunk was not afraid of Bear based on Chipmunk disagreeing with Bear even though the student left out the information from the retelling. The student did not utilize the engagement of schema because he left out important details that show that he did not understand the story. The student also did not utilize self-monitoring because he would have listened to what he was reading to make sure he understood. The student would have also re-read the text to get a complete understanding of the text. If the student had self-monitored, he would have included the information about Bear and Chipmunk's disagreement and the information that lets us know why Bear chased Chipmunk.

If this student were in my classroom, I would utilize questioning the student before, during, and after reading. Constantly questioning the student would allow the teacher to see if the student comprehends the text, makes inferences about the text, uses schema to help him understand the text, and if the student self-monitors. I would also give the student a graphic organizer for retelling a story. We would fill that organizer out while we read. The organizer would allow the student to identify the setting, the characters in the story, and what each character did. Next, the student would highlight the main characters in the story. After identifying the main characters, the student would identify the conflict in the story and identify if the conflict was resolved or escalated. After identifying all of the information, retell the story using all of the information on the graphic organizer. When the student does this, he should retell all of the information needed to show that he understands the story.

References

Unit 6 Retelling Passage (2021). How the chipmunk got its stripes. Retrieved from

https://belhaven.instructure.com/courses/33159/files/2263660?module_item_id=2054801