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Anna Fenton

Comprehension Plan

Effective readers are able to comprehend parts of a story by retelling. It is essential for
Elementary students to understand the setting, characters, problem, events, and solutions that
present themselves within a story so that they will be able to retell a story with the most
important details in mind.
In first grade, students are expected to demonstrate their understanding of details in a
story so they can accurately retell and describe the situations that have occured. Being able to
talk about the story leads to the ability to hold discussions, use creative thinking to imagine why
certain things happened, or overall gain the understanding of a story the student enjoys.
Comprehending narrative text is so important because once students are able to comprehend a
story, they will soon be ready to comprehend informational texts, conduct research, and so
much more. Retelling a narrative is a building block to overall comprehension in the student’s

RL.1.1. Ask and answer questions about key details in a text.
RL.1.2. Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

The objective of this lesson is that students will demonstrate their comprehension of
narrative fiction by retelling key details within the story. Students will also show their ability to
recognize the most important parts of a story by accurately filling out a worksheet using their
retelling story hands.

Some language this lesson will have that the students may not be familiar with consist of
the words retelling and solution . They also may need a reminder of the word setting. Readers
need to be able to talk about the events within a story, so this vocabulary will help them to do
this accurately. When discussing the retell strategy, readers may use the word “solution”
referring to how a problem is fixed and or solved. The reader may say, “in the retelling of this
story, I will explain that the solution arises when the Vashti teaches others to make art like
him…”. Knowing the meanings of words like these will aid the student in getting their thoughts
across in an academic way. Readers need to know these vocabulary terms in order to be
successful with the lesson.

● Retelling story hand *attached*
● Worksheet with the same labels as the fingers on the hand.
● The book The Dot by Peter H. Reynolds
● Student’s independent reading books

There is no specific technology associated with this lesson. The only thing the teacher
will use is the projector to display the worksheet and parts of the book to the students. In
adaptations, some students are permitted to use the ipads and headphones to listen to their
books auditorily. Other than these few things, the lesson consists of only a worksheet and the
supports used to complete it.

Prior Knowledge
Students have learned about how to use specific details in their writing to make the
reader more interested. The students will be able to connect to the concept that just like writers
have to include details, good readers need to know how to identify the details that the writer
writes about. The students are familiar with details in a story and this lesson will just emphasize
how important it is to address those details within narrative fiction.

The Teaching Sequence

1. Beginning: Ask the class if they remember when we talked about elaboration in writing.
Tell the students that, in the same way writers have to give details, readers have to pay
attention to details. Identifying key details in a story is essential to showing you
understand what happened in the book.
2. Middle: We are going to go through a book that we read yesterday, The Dot by Peter
H.Reynolds, and go through the details of the book using our “retelling hand”. Show the
students that the hand is labeled Setting, Characters, Problem, Events, and Solution and
show the worksheet with these labeled sections. Each student will have their own “hand”
for this demonstration.
3. Explain to the students that this hand will help us to recall events from the story so we
can retell what events took place.
4. Going through the book The Dot, I am going to stop when I see something that will
answer one of the fingers on my hand.
5. Read page one, stop at Vashti, explain that Vashti is a character so I am going to write
that on my worksheet under characters. “I do”
6. Repeat this on page two when the teacher is introduced.
7. Ask the students to look at their hands, ask what else we already know that we can fill in.
8. Once setting is introduced, write school as the setting. “We do”
9. Keep reading the story, repeat for when the problem is introduced, discuss and write it
10. Finish the book.
11. Tell the students to turn and talk to their reading partner and discuss the remaining
fingers on the hand.”You do together”
12. After 2 minutes, bring their attention back and ask for volunteers to share the events and
solutions they came up with with their partners and write it down on the sheet.
13. End: Read over all the answers on the worksheet the class came up with while using
the hand. Tell students they will be doing this on their own with one of their independent
reading books in their collection. “You do independently”
14. Hand out worksheets and send students to their seats to complete.

Differentiation/ Extension:
For those reading below grade level, the hand will really help students to visualize the
exact details they need to recall in order to show they have comprehended the story. This
activity is effective for all levels because they get to use a book on their own level, being that
this is an independent assignment. Some students in this class, however, still have difficulties
focusing while reading books, so they may use the ipads and headphones to listen to a book on
tape, pausing it to write down their thoughts. This will allow students to get their thoughts out on
paper without having to delay for reading time.

By looking at their finished products, the teacher will be able to analyze their abilities
based on what they have written. The worksheet the students will be completing has all the
same titles as the hand, so their responses should directly match one another. If students are
able to accurately recall the details from the story on the fingers of their retelling hand, then the
lesson was successful. If students are having trouble retelling the events they read about, future
lessons will include identifying problems and solutions.

Students may have difficulty retelling events in the story due to simply reading through
the words without actually paying attention to what the words are saying. The hand will help with
the visualization of the details needed to accurately retell a story. I anticipate students playing
with the hand or not taking it seriously and the teacher will have to establish rules, which will just
have to come with classroom management. The only other challenge I anticipate would be if
they have trouble keeping up with the book while writing details. Sometimes students feel they
need to start over if they stop for a minute or two, and this is a habit they will hopefully outgrow
when they can retell the story without having to refer back to the hand.