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Oral Retelling from Chapter Two of Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension by Linda Hoyt |
| Paper Bag Theater |
| Students illustrate a key setting from a story on the front of a paper lunch bag. They then illustrate and cut out drawings that represent characters and elements of the setting that the readers believe will make the story more interesting to a listener.
When the visuals are completed, the teller stands behind the Paper Bag Theater and begins telling the story while pulling out the appropriate visuals to support the story line. |
| Story Bag |
| Students collect realia representing key points in the story and place them in a bag. They then use these real items as storytelling props. For example, a Story Bag for Cinderella might have a cleaning rag, a high-heeled shoe, a pumpkin, and a clock. |
| Storytelling at the Overhead |
| Students use overhead transparencies to draw the characters and setting elements from a favorite story. They then stand at the overhead to do their retelling, using the visuals they have created. |
| Wearable Art |
| Younger students really enjoy wearing storytelling aprons, storytelling vests, and storytelling hats. The apron and vest can be made from felt with minimal amounts of sewing. The storytelling hat can be made by taking any suitable hat and covering the dome with sticky-back Velcro strips. |
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