Home page

In this self-contained high school classroom, the teacher passes out event cards from a previously read story to each student. The teachers checks for understanding by guiding the students through the correct order of the story and then seeks out the correct event card from the students. The teacher then places the event cards on the board in the correct order to retell or recall the story events. The students are actively engaged as they look at their event card and determine if they have the next story event. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction.

This video includes one or more students with significant cognitive disabilities. Other student characteristics that are observable in the video include physical disabilities and communication impairments.

• Primary Area of ELA Instruction Addressed: Reading Literature
• Classroom Type: Self-contained setting
• Grade Range: High School

English Language Arts Common Core Essential Element Alignment

Below are the ELA Essential Elements that are observable in this video:

Primary Essential Elements:

• EE.RL.9-10.2 Recount events related to the theme or central idea, including details about character and setting.

Additional ELA Connections

The strategies shown in the video may also apply to the ELA Essential Elements listed below:

• EE.RL.K.2 With guidance and support, identify major events in familiar stories.
• EE.RL.1.2 With guidance and support, recount major events in familiar stories.
• EE.RL.2.2 Using details from the text, recount events from familiar stories from diverse cultures.
• EE.RL.3.2 Associate details with events in stories from diverse cultures.
• EERL.8.2 Recount an event related to the theme or central idea, including details about character and setting.
• EE.RI.8.3 Recount events in the order they were presented in the text.
• EE.RL.11-12.2 Recount the main events of the text, which are related to the theme or central idea.
• EE.RI.11-12.2 Determine the central idea of a text; recount the text.

Iowa Core Essential Elements listed above are based on the Common Core State Standards Initiative © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Additional Instructional Resources

Dynamic Learning Maps - Professional Development
View additional resources supporting this strategy from the Center for Literacy and Disability Studies, The University of North Carolina at Chapel Hill.

• Module: Text Comprehension: Anchor Read Apply
• Module: Generating Purposes for Reading
• Module: DRTA and Other Text Comprehension Approaches
• Module: Supporting Participation in Discussion

http://dlmpd.com

Story Sequence
Reading Rockets | WETA, Arlington VA
http://www.readingrockets.org/strategies/story_sequenc

Strategy Lesson: Retell
LikeToRead.com | Karen Haag
http://www.liketoread.com/retell.html

This video features educators and students from the following school:

Decorah Community School District, Decorah, IA

Marie Conway, Special Education Teacher - Decorah High School
Jacki Frank, Paraprofessional - Decorah High School