SUBDOMAIN 602.9 - TEACHING METHODS LITERACY & ELEMENTARY LANGUAGE ARTS & HANDWRITING Competency 602.9.6: Literacy Assessment - The graduate selects, creates, and administers developmentally appropriate assessments and interprets results to plan or modify instruction. Introduction: Retelling is an easy and effective comprehension tool that has the potential for providing more information than the traditional approach of asking a series of questions at the end of a passage. Retelling assessments measure whether a student comprehends the following: Main idea and supporting detail Sequence of events Characters Setting Plot Problem and solution Text-specific vocabulary and language Task: select a student in grades 14 to conduct a retelling assessment. Note: BASP majors may complete this activity with an elementary or a secondary You should include the following in the retelling assessment: Select a text for reading. (This can be done by the evaluator or the student.) Determine if the book is fiction or non-fiction so you can use the appropriate attached Retelling Rubric and Scoring Form and Retelling Comprehension Summary. Before reading, tell the student that he or she will be retelling the selection after the reading. Have the student read the text. After the student has read the text, ask him or her to put it aside and retell everything the student can remember. Consider tape recording the retelling or having the student draw pictures that are sequenced with simple sentences. Take complete notes as the student retells the story. When the student finishes retelling, ask if there is anything else that the student would like to add. Follow the retelling by asking the guided questions on one of the attached retelling forms to elicit more information. Record the students responses to the guided questions on the form. C. Analyze (suggested length of 12 pages) what you learned about the students comprehension from completing the attached Retelling Comprehension Summary, including the appropriate rubric scoring criteria (comprehension indicators) and summative rubric score. 1. Submit the completed scoring rubric and the retelling form along with your notes. Note: Use the appropriate attached Retelling Rubric and Scoring Form, the notes you took, and the recorded responses to guided questions to determine the summative rubric score and rubric on the Retelling Comprehension Summary. D. Analyze (suggested length of 1 page) your experience with the retelling assessment and the use of the rubric. Address the following in your analysis: What you learned about conducting a retelling assessment The benefits of retelling assessments to the teacher and the student The drawbacks of the retelling assessment What you would change about conducting the retelling assessment if you were to conduct it again E. Explain (suggested length of 1 page) which comprehension skill(s) should be targeted for remediation or skill development for the student you assessed using the developmental sequence of skills provided by the appropriate attached Retelling Rubric and Scoring Form. 1. Identify one comprehension skill you would target for remediation based on the retelling assessment. 2. Justify your choice of comprehension skill to target, using the rubric results. 3. Describe two learning experiences that you could use with the student to introduce or practice the specific skill(s) identified. G. If you choose to use outside sources, include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) files. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list

SUBDOMAIN 602.9 - TEACHING METHODS LITERACY & ELEMENTARY LANGUAGE ARTS & HANDWRITING Competency 602.9.6: Literacy Assessment - The graduate selects, creates, and administers developmentally appropriate assessments and interprets results to plan or modify instruction. Introduction: Retelling is an easy and effective comprehension tool that has the potential for providing more information than the traditional approach of asking a series of questions at the end of a passage. Retelling assessments measure whether a student comprehends the following: Main idea and supporting detail Sequence of events Characters Setting Plot Problem and solution Text-specific vocabulary and language Task: select a student in grades 14 to conduct a retelling assessment. Note: BASP majors may complete this activity with an elementary or a secondary You should include the following in the retelling assessment: Select a text for reading. (This can be done by the evaluator or the student.) Determine if the book is fiction or non-fiction so you can use the appropriate attached Retelling Rubric and Scoring Form and Retelling Comprehension Summary. Before reading, tell the student that he or she will be retelling the selection after the reading. Have the student read the text. After the student has read the text, ask him or her to put it aside and retell everything the student can remember. Consider tape recording the retelling or having the student draw pictures that are sequenced with simple sentences. Take complete notes as the student retells the story. When the student finishes retelling, ask if there is anything else that the student would like to add. Follow the retelling by asking the guided questions on one of the attached retelling forms to elicit more information. Record the students responses to the guided questions on the form. C. Analyze (suggested length of 12 pages) what you learned about the students comprehension from completing the attached Retelling Comprehension Summary, including the appropriate rubric scoring criteria (comprehension indicators) and summative rubric score. 1. Submit the completed scoring rubric and the retelling form along with your notes. Note: Use the appropriate attached Retelling Rubric and Scoring Form, the notes you took, and the recorded responses to guided questions to determine the summative rubric score and rubric on the Retelling Comprehension Summary. D. Analyze (suggested length of 1 page) your experience with the retelling assessment and the use of the rubric. Address the following in your analysis: What you learned about conducting a retelling assessment The benefits of retelling assessments to the teacher and the student The drawbacks of the retelling assessment What you would change about conducting the retelling assessment if you were to conduct it again E. Explain (suggested length of 1 page) which comprehension skill(s) should be targeted for remediation or skill development for the student you assessed using the developmental sequence of skills provided by the appropriate attached Retelling Rubric and Scoring Form. 1. Identify one comprehension skill you would target for remediation based on the retelling assessment. 2. Justify your choice of comprehension skill to target, using the rubric results. 3. Describe two learning experiences that you could use with the student to introduce or practice the specific skill(s) identified. G. If you choose to use outside sources, include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) files. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list