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Retelling

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10 views

Retelling

Uploaded by

shuhongxin096
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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understand better

Retell 重述

Recount 细述、叙述

Summarize
D: retelling is a almost natural
sharing of what someone
remembers about a text (or event)

01 Retelling
come to a new understanding of
freer & own events or information
words

Recount
02 Paraphrase
rewriting it in an informal style
in chronological order and much
more specific

using the same words and same


Summary
stating the main ideas and important
03 discourse level of the orininal

details of the text with the same text D: a summary is concerted effort to convey the the big
ideas and essential evidence within the same structural
structure and order of the original stance as the original, maintaining the tone and context
of the original
what

where why

when
how

who

https://thiskelly.edublogs.org/2017/11/09/deep-comprehension-a-move-from-
retell-to-summarization/
The next step, have students begin retelling the story using the BIG FIVE following
this basic outline:

Retell implies an oral recapitulation of the narrative elements, probably best


put in order but not necessarily

The story is about __________________ (Character) who is at

___________________ (Setting). He/She wanted to

_____________________________ but _____________________(problem). So,

he/she _____________________________ (Solution). When

_____________________ happened he/she felt ____________________.

https://keystoliteracy.com/blog/retell-recount-summary-whats-the-difference/
The next step, have students begin retelling the story using the BIG FIVE following
this basic outline:

a mouse
The story is about __________________ (Character) who is at homeyard

___________________ (Setting). He/She wanted (to)


a party it began to rain
_____________________________ but _____________________(problem). So,
built up a simple shelter
he/she _____________________________ (Solution). When

something
_____________________ upset
happened he/she felt ____________________.
Recount
The final source for the understanding the strategy of recounting
comes from a British teacher resource center, SparkleBox, and
delineates the features of recounted text:
• Begins by setting the scene – who, when, and where the event
occurred.
• Details of a sequence of events in the order they happened.
• A closing statement, written in the past tense.
• Write in the order that the events occurred (chronological order).
• Use time connectives like after, meanwhile, then, or next.
A “recount” of a story requires students to synthesize information into a
more concise version of a retell. A recount begins by explaining who is in
the story and where it takes place. The reader then synthesizes
information into a clear beginning, middle and end. They share a recount
with phrases such as:

In the beginning,
First,

In the middle,
Next,

At the end,
Finally,

In conclusion
These phrases encourage the reader to
understand the sequential order of the
events as they did in a retell but begin
to combine or classify them into
beginning, middle and end. This
requires students to begin categorizing
information and combine like ideas.
Recount may be written or oral and requires a clearly sequenced
ordering of narrative events

1. A fox fell in to the well. He couldn’t get out.


2. A goat came by.

3. The fox wanted the goat to help him out.


4. Then, he asked the goat jumped into the
well.
5. The Fox just as quickly climbed on the
Goat's back and leaped from the tip of the
Goat's horns out of the well.

6. After that, the fox walked away. （ result ）

7. Look before you leap. （ conclusion ）


Retelling is less formal and probably told from the point-of-view
of the story’s original narrator and in the tense the story was
told;
recounting, more formal in stance, sets the context for the
recount from the beginning and is told in either first person or
third person depending on the nature of the recount, but always
told in past tense.

recounting is subdivided into factual and personal recounts, both developed


with a clear set of characteristics: told in chronological order; presented
through past tense verbs; answering the 5Ws and H
• Use of past tense
• Use of adverbial phrases to set time and
place
• Use of short paragraphs • Retelling is more personal; recounts
• Use of time connectives more objective; historical recounts are
• Strong adjectives third person.
• Focus on facts • Recounting is always chronological and
contextualized by the events being
recounted.
• As students mature, recounting
https://partnerinedu.com/2013/01/29/
retell-or-recount-the-common-core-shift- becomes more developed with
from-1st-grade-to-2nd-grade/ explanations.

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