Picture Book Retelling
Step 2
Designed by speech pathologists for
teachers and parents.
Includes colour storytelling cards
which assist early retelling efforts.
A Learning Resource for
Key Area: Oral Language
Retell summaries for over 40 five
year old picture books.
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Techniques and strategies are
outlined when a child provides poor
retell of a story.
Includes a story retell assessment
screen to monitor progress.
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COPYRIGHT INFORMATION
2012 PLD Organisation Pty. Ltd. (Publisher) - www.pld-literacy.org
Contributions by Diana Rigg, Lisa Edenburg and Vanessa Van Ballegooyen
Illustrated by Deborah Walter
Edited by Diana Rigg
First Edition 2012 - Picture Book Retelling - Step 2.
ISBN 978-1-921560-98-9
This resource is copyright under the Copyright Act, 1968 (Cth). All rights reserved.
Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate only a
reasonable proportion – being no more than 10% or one chapter, at any given time, for educational purposes only.
Artistic Works include illustrations, photographs, drawings, pictures and design components within teaching manuals
and on flash cards, charts and posters. They should not be adapted or removed and are recognised by the Copyright Act 1968.
Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written consent
from PLD Organisation Pty. Ltd.
This blackline master is published and sold with a limited copyright. It may only be reproduced by the original purchaser for use with their class(es). The publisher (PLD Organisation Pty. Ltd.) prohibits the loaning or onselling of this
master for the purposes of reproduction.
Please visit www.pld-literacy.org for our extended Copyright Guidelines.
Overview Of Contents
Note From The Authors
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Why Is Oral Language Important?
4
Overview Of Story Telling Development
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Promote A Speaking And Listening Environment
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Establish A Full Year Process Of Developing Story Retelling Skills
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Instructions For Version A Story Retelling Cards And Poster
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Instructions For Version B Story Retelling Cards And Poster
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Guidelines For Structuring As A Whole Class Activity
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Guidelines For Structuring As A Small Group Activity
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Guidelines For Structuring As An Individual Activity
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Modelling Story Retelling
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Supporting Children’s Story Retells
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Supporting A Student To Retell A Story At An Individual Or Small Group Level
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Preparation For The Storytelling Program
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Recommended Books For Five Year Olds
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Story Retell Sheets21
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Story Retell Sheets Section 1: Term 1 - 2
Story retell Examples using ‘next’ as a joining word
Story Retell Sheets Section 2: Term 3 - 4
Story retell Examples using ‘first’ ‘second’ ‘third’ and ‘last’ as joining words
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Integrating The Storybook Retelling Process And The Comprehension Questions
Parent Information Sheets
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47 - 71
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73 - 74
Collecting And Analysing Picture Book Retelling Skills
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A 5 Year Old Story Retelling Screen
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Appendix
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Includes the following cards and posters.
•Speaking and Listening Posters.
•Story Retelling Posters a and b.
•Prompt Cards
- Sequence cards - when, who, what, where, first event, second event ... ending
- Joining Words cards - But, so, because, next, first, second, third, last
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•Assessment coloured support cards
Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
Contents
Why Is Oral Language Important?
Narrative Training Develops “Literate Language”
Research has repeatedly shown that there is a significant relationship between language skills and
overall academic success (Paul, 2001). Oral language proficiency has been associated with later
reading achievement, particularly in the area of comprehension (Pullen & Justice, 2003) and studies have shown a longitudinal relationship between oral language development and later reading
achievement within typically developing, language delayed and reading delayed groups (e.g. Bishop
& Adams, 1990). In general, children who show early difficulties with the development of vocabulary
and grammatical skills are more likely to experience literacy problems relative to children acquiring
oral language according to expected milestones (Lombardino et al., 1997).
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The literature proposes that narratives (i.e. stories and news) function to bridge the transition between
oral and literate language styles in cultures, social classes and for individual children (Westby, 1991).
Developmentally narratives are the first form of the language that requires a speaker to produce an
extended monologue rather than an interactive (i.e. conversational) dialogue. A narrator’s language
must be concise, detailed and clear for listeners to follow and according to Westby (1991): “…narratives
involve distancing and generalising from reality. A narrative is produced after an experience and consequently is distanced from that experience. Formal literacy is the ultimate of this distancing and generalising because it often involves reflections of experiences common to many people or an entire culture
rather than a single experience.” (p. 341) Thus narrative training programs hold the potential to simulate
the literate language requirements for literacy and academic success. “Targeting narrative skills during the developing language phase can also build toward emerging literacy and effect preventative
intervention. That’s because narrative is highly correlated with success in literacy”. (Paul, 2001)
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Literate Language
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Oral Language
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• “Learning to talk” language.
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• “Talking to learn” language.
• Communication in order to meet their
immediate needs.
• Language use focused upon reflecting,
reasoning and planning.
• Contextualised language focussed upon
something familiar and present.
• De-contextualised language focused
upon absent and possibly abstract
concepts/items.
• Informal conversation based language
with familiar people and with non-specific
language.
• Formal, specific, detailed and concise
language use
(The language of books)
Adapted from: Westby, C.E. (1991) “Learning to talk- Talking to Learn: Oral-Literate Language Difference” In C.S.Simon (Ed.)
Communication Skills and Classroom Success: assessment and therapy methodologies for language and learning disabled
students. Eau Claire. W.I. Thinking Publications. Pages 334-355.
References:
Bishop, D. M. V. & Adams, M.J. (1990) A prospective study of the relationship between specific language impairment, phonological disorders and
reading impairment. Journal of Speech and Hearing Research. 38, 446-462.
Catts, H., Fey, M.E., Zhang, X. & Tomblin, J.B. (2001) Estimating the risk factors of future reading difficulties in kindergarten A research based model
and its clinical instrumentation. Language, Speech and Hearing Services in Schools. 32, 38-50.
Catts, H. W. & Kamhi, A. G. (Eds.) (1999) Language and Reading Disabilities, Boston, Allyn and Bacon.
Gillon, G. (2004) Phonological Awareness: From Research to Practice, New York: The Guildford Press.
Lombardino, I.J., Riccio, C.A., Hynd, G.W., & Pinheiro, S.B. (1997) Linguistic deficits in children with reading disabilities. American Speech-Language
Pathology. 6, 71-78.
Paul, R. (2001) Language Disorders From Infancy Through Adolescence: Assessment and Intervention (2nd Ed.) St. Louis, Mosby Inc.
Pullen, P.C. & Justice, L.M. (2003) Enhancing phonological awareness, print awareness and oral language skills in preschool children. Intervention
in School and Clinic. 39(2), 87-98.
Scarborough, H.S. (1990) Very early language deficits in dyslexic children. Child Development. 61, 1728-1743.
Snow, C.; Burns, S.; & Griffin, P. (Eds.) (1998) Preventing Literacy Difficulties in Young Children. Washington DC: National Academy Press.
Storch, S. & Whitehurst, G. (2002) Oral language and code-related precursors to reading; Evidence from a longitudinal structural study. Developmental Psychology. 38, 934-947.
Westby, C. E. (1991) “Learning to Talk – Talking to Learn: Oral-Literate Language Difference” In C. S. Simon (Ed.) Communication and Classroom
Success. Assessment and Therapy Methodologies for Language and Learning Disabled Students. Eau Claire, Publications.
Whitehurst, G.J. & Lonigan, C.J. (1998) Child development and emergent literacy. Child Development. 69(3), 848-872.
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Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
Why Is Oral Language Important?
Establish A Full Year Process Of Developing Story Retelling Skills
What is the language focus?
How often do children rotate through?
TERM 1
Term 1 focus on establishing whole class routines to allow
children to settle into a new environment.
Commencement of Whole Class Activity
Repetitive Adult Modelling of Story Retells - Teacher or EA
lead the whole class in preparation for story retells
commencing.
Focus on: •Introduction: When? Who? What? Where?
•3 events using ‘next’ as joining words
•Use of other joining words as appropriate:
‘but’, ‘because’, ‘so’
•Ending
Preparing for Story Retells
• Establish classroom routines.
• Teach, model and reward good
speaking and listening behaviours using
the Speak and Listen Poster to support.
Story Retells
• Model Version A (using next as a joining
word) of 5 year old Story Retells once
a day.
TERM 2
What is the language focus?
How often do children rotate through?
Continuation of Whole Class Story Retelling
Teacher and/or EA lead the whole class in retells of
focused books
Commencement of Small Group Activity
Supported Child Story Retelling.
Option1: Teacher or EA leads a small group of 3-4 children
while the rest are engaged in alternative activities
Option 2: The class is split into 2 groups one lead
by the teacher and the other by the EA
Focus on: •Introduction: When? Who? What? Where?
•3 events using ‘next’ as joining words
•Use of other joining words as appropriate:
‘but’, ‘because’, ‘so’
•Ending
Story Retells
• Teacher continues to model Version A
(using first, second, last as joining words)
once a day.
• Children are scheduled to retell stories
(version A - using next as a joining word).
Focus books are used for the period of
a week or fortnight.
TERM 3
What is the language focus?
How often do children rotate through?
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Continued Adult Modelling and Supported Child Story
Retelling.
Focus throughout the term on small group work for
children who require significant support with retelling
stories. Provide two small group retell sessions per week
for the focus groups.
Focus on: •Introduction: When? Who? What? Where?
•3 events using ‘first’, ‘second’, ‘third’ and
‘last’ as joining words.
•Use of other connects as appropriate:
‘but’, ‘because’, ‘so’
•Ending
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TERM 4
Continued Adult Modelling and Supported Child Story
Retelling.
Focus throughout the term on small group work for
children who require significant support with retelling
stories. Provide two small group retell sessions per week
for the focus groups.
Focus on: •Introduction: When? Who? What? Where?
•3 events using ‘first’, ‘second’, ‘third’ and
‘last’ as joining words.
•Use of other connects as appropriate:
‘but’, ‘because’, ‘so’
•Ending
Establish A Full Year Process Of Developing Story Retelling Skills
Story Retells
• Teacher models Version B using first,
second, last as joining words.
• Children are scheduled to retell stories
(version B - first, second, last as joining
words. Focus books are used for the
period of a week or fortnight.
End of Term 3
• Record and analyse children doing
Story retells (see the Appendix: 5 year
old story retelling screen).
• For children who require additional
support schedule opportunities for further
small group teaching in Term 4.
What is the language focus?
How often do children rotate through?
Story Retells
• For children receiving focused small
group attention it is recommended
that the Story Retelling screen is again
presented late in Term 4.
Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
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Instructions For Version A Story Retelling Cards and Poster (These items are found in the appendix.)
BEGINNING
When?
Story Retelling
cards are placed
in the hoops.
Who?
What?
VERSION A CARD INSTRUCTIONS
EVENTS: Repeat for how many events.
Where?
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Optional
1st Event
Picture from the
picture book
is also placed
in the hoop.
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Joining
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Optional
2nd Event
Picture from the
picture book
is also placed
in the hoop.
Joining
word card
Optional
3rd Event
ENDING
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These cards can be used to support whole
class, small group or individual story retells.
• These cards are best used for teaching and
assisting students to retell the 5 year old story
structure by providing visual cues to prompt
the retells.
• The cards also enable a component by component analysis and discussion.
• The extra joining word cards can be used as
appropriate.
Picture Book Retelling - Step 2
Picture from the
picture book
is also placed
in the hoop.
Joining
word card
PLD Organisation Pty. Ltd.
VERSION A POSTER INSTRUCTIONS
Use the poster to assist and model story retells to
students. The poster can also act as a quick reference alongside the teaching manual, to the
components of a 5 year old story retell.
Instructions For Story Retelling Cards And Poster
Instructions For Version B Story Retelling Cards and Poster (These items are found in the appendix.)
BEGINNING
When?
Story Retelling
cards are placed
in the hoops.
Who?
What?
VERSION B CARD INSTRUCTIONS
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Where?
EVENTS: Repeat for how many events.
These cards can be used to support whole
class, small group or individual story retells.
• These cards are best used for teaching and
assisting students to retell the 5 year old story
structure by providing visual cues to prompt
the retells.
• The cards also enable a component by component analysis and discussion.
• The extra joining word cards can be used as
appropriate.
Joining
word card
Optional
1st Event
Picture from the
picture book
is also placed
in the hoop.
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Joining
word card
Optional
2nd Event
Picture from the
picture book
is also placed
in the hoop.
Joining
word card
Optional
3rd Event
Picture from the
picture book
is also placed
in the hoop.
ENDING
Instructions For Story Retelling Cards And Poster
Joining
word card
VERSION B POSTER INSTRUCTIONS
Use the poster to assist and model story retells to
students. The poster can also act as a quick reference alongside the teaching manual, to the
components of a 5 year old story retell.
Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
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Supporting Children’s Story Retells
Five year olds will require support with story retelling. However if after a period of teaching they appear
anxious or produce inadequate information then they may need additional support and repetition to
further develop their skills.
Children do not have to provide every event in a story when retelling using no pictures as support
but it is important to set a target of the introduction, three events and the ending that children are
providing as a base to work up from.
Examples Of inadequate Story Retells For 5 Year Olds
Cow. Goat. Blue car. Fall down.
A cow. Pig got umbrella. All wet.
Little mouse. Going for a walk. He’s at the beach.
Jumps in boat. All fall in.
Story is a collection of unrelated ideas with no
cohesive links (e.g. ‘then’ or ‘and then’) used to
link the story together. Typical of a 2 year old.
There is a central character, topic or setting and
events are linked together, however story tends
to be a basic description of event with no causal
or time links. Typical of a 3 year old.
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One day the cow, donkey, pig, sheep, mouse
went to get in the boat. The cow got in and then
the donkey got in. The boat didn’t sink. The pig
got in. Then the sheep jump in. The mouse got in
and splash. The boat sank. All wet.
Stories contain a central character, topic or
setting. They may include emerging story structure elements (i.e. initiating event, actions, consequences), but not a resolution. Basic joining
words to link ideas may be used (e.g. and, then).
Typical of 4 year olds.
Examples Of APPROPRIATE Story Retells For 5 Year Olds
One day a baby duck won’t come out of the egg.
He rolled away and then he stood on his head.
Then he hid. Then two goose came. Then he rolled
under a sheep. Then they said “don’t come out”.
Then they left.
The story is a sequence of events which are linked
logically or with a cause-effect relationship. The
story is related from one part to the next, but
not from beginning to end. The child may now
use joining words such as “but” and “because”.
Typical of 4 ½ year olds.
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A wombat lost his dummy at his house. He looked
in the kitchen and in the bathroom. Then he
looked in his mum’s pocket. He found it.
Stories contain a central character and a logical
sequence of events. Stories have a cause and effect or temporal (time) relationship but the plot
does not show the attributes or the motivations of
the characters. Endings may be abrupt. Typical of
4 ½ - 5 year olds.
There was a little girl. She wanted a fish. She went
to the pet shop. She got a fish but dropped it on
the ground and the bag broke. The girl cried. A
man picked up the fish but it was dead. The girl
went home and cried. She told her mum. The
next day the girl came home and there was a
fish in a bowl with a ribbon. The girl was happy.
Stories focus around an incident. There is a true
plot, character development and logical sequence of events. Stories contain an initiating
event, a problem and the problem in the story is
resolved at the end. Typical of 5 ½ - 7 year olds.
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Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
Supporting Children’s Story Retells
Recommended Books For Five Year Olds
The Repetitious Story picture books are characterised by:
•Introductions generally include the following information: When? Who? What? Where?
•Revises simple cohesive ties e.g. and, then but also introduces more complex cohesive ties such as next,
first, second, last, but, so and because.
•Increases sentence length.
•Increase in the complexity of the message being communicated in the story.
Picture Books
with Text
Alexander’s Outing
A Lion In The Night
Author
Pamela Allen
Picture Books
with Text (continued)
Author
Snap
Damien Harvey
Stickybeak
Hazel Edwards
Julia Donaldson &
Alex Scheffler
A New House For A Mouse
Petr Horacek
The Gruffalo
Arthur
Amanda Graham &
Donna Gynel
The Gruffalo’s Child
Margaret Wild &
Jonathon Bentley
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A Sausage Went For A Walk Ellisha Majid
Baby Brains
Simon James
Bear Hunt
Anthony Browne
Bertie And The Bear
Pamela Allen
Big Smelly Bear
Britta Teckentrup
Daisy All-Sorts
Pamela Allen
Elmer
The Little Crocked House
The Little Mouse,
The Red Ripe Strawberry
And The Big Hungry Bear
The Pig In The Pond
Don & Audrey Wood
Martin Waddell
The Story Of The Little Mole
Werner Holzwarth &
Wolf Erlbruch
David McKee
The Very Hungry Caterpiller
Eric Carle
Pamela Allen
Three Goats Gruff
And The Grumpy Troll
Emily Gale
Giggle Giggle Quack
Doreen Cronin
Tiny’s Big Adventure
Ginger
Charlotte Voake
Where The Wild Things Are
Maurice Sendak
Giles Andreae &
Guy Parker-Rees
Who Sank The Boat?
Pamela Allen
Wolf’s Sunday Dinner
Tania Cox & Greg Holfeld
You’ll Wake The Baby
Catherine Jinks
Fancy That
Felix
Giraffe’s Can’t Dance
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Handa’s Hen
Handa’s Surprise
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Textless Picture
Books
Harry The Dirty Dog
Gene Zion
Moles In Love
David Bedford &
Rosalind Beardshaw
Are You Hungry?
Mr Archimede’s Bath
Pamela Allen
The Snowman
Mr Grumpy’s Outing
John Burningham
Mutt Dog
Stephen Michael King
My Cat Maisie
Pamela Allen
Never Mail An Elephant
Mike Thaler
Night Noises
Mem Fox
Owl Babies
Martin Waddel
Possum Magic
Mem Fox
Rex
Ursula Dubosarsky
Please Don’t Chat To The
Bus Driver
Shen Roddie & Jill Newton
Rosie’s Walk
Pat Hutchins
Russell And The Lost Treasure
Russell The Sheep
Rob Scotton
Sebastian Lives In A Hat
Thelma Catterwell
Shoes From Grandpa
Mem Fox
Recommended Books For Five Year Olds
Fly Little Bird
Martin Waddell
Author
Tina Burke
Raymond Briggs
Please note at the time of printing
information regarding the availability
of books is accurate.
PLD Learning Resources takes
no responsibility for book availability.
Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
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Story Retell Sheets
Section 1
Term 1 - Term 2 Story retell Examples
using ‘next’ as a joining word
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The text outlines the language model teachers should
provide to students aged 4½ to 5½ years. Students of this
age should be able to produce a retell containing the
introduction, three events and an ending.
© PLD
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Picture Book Retelling - Step 2
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Story Retell Sheets
Story Retelling For ‘A Sausage Went For A Walk’
by Elisha Marjid
The text below outlines the language model teachers should provide for students aged between
4½ to 5 ½ years. Students of this age should be able to produce a retell containing the introduction,
three events and an ending and with language (ie sentences and vocabulary) similar to that
outlined below.
When?
Who?
What?
Where?
One morning
all of the
breakfast foods
were put out
on the table.
EVENTS (Joining words are in bold, underlined text.)
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The sausage didn’t want to be eaten, so he jumped off the
plate and ran away.
Next the egg didn’t want to be eaten, so it flew off the plate
and waved goodbye.
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Next the corn flakes didn’t want to be eaten, so they fluttered
out the door.
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Next the baked beans didn’t want to be eaten, so they
marched away.
Next the toast, butter and jam didn’t want to be eaten so they
ran away.
ENDING (Joining words are in bold, underlined text.)
Next Tim came down to breakfast but the food was gone
because it had marched out the gate.
Story Retell Sheet
Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
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Story Retelling For ‘My Cat Maisie’
by Pamela Allen
The text below outlines the language model teachers should provide for students aged between
4½ to 5 ½ years. Students of this age should be able to produce a retell containing the introduction,
three events and an ending and with language (ie sentences and vocabulary) similar to that
outlined below.
When?
Who?
What?
Where?
Once upon
a time
there was a
little boy
called Andrew
who didn’t
have anyone
to play with
at home.
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EVENTS (Joining words are in bold, underlined text.)
One morning there was a scratch at the door and it was a cat
so they gave him some milk.
Next Andrew played with the cat but the cat didn’t like it and
ran away because he was too rough.
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Next Andrew chased the cat over a gate.
Next there was a dog who wanted to play with Andrew but
Andrew didn’t want to play because he was too rough.
Next Andrew ran home.
ENDING (Joining words are in bold, underlined text.)
Next the cat came back and Andrew stroked her gently.
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Picture Book Retelling - Step 2
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Story Retell Sheet
Story Retell Sheets
Section 2
Term 3 - Term 4 Story retell Examples
using ‘first’ ‘second’ ‘third’ and ‘last’
as joining words
The text outlines the language model teachers should
provide to students aged 4½ to 5½ years. Students of this
age should be able to produce a retell containing the
introduction, three events and an ending.
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Story Retell Sheets
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Picture Book Retelling - Step 2
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Story Retelling For ‘Alexander’s Outing’
by Pamela Allen
The text below outlines the language model teachers should provide for students aged between
4½ to 5 ½ years. Students of this age should be able to produce a retell containing the introduction,
three events and an ending and with language (ie sentences and vocabulary) similar to that
outlined below.
When?
Who?
What?
Where?
One sunny
morning
Alexander and
his family
set out for an
adventure
in Sydney.
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EVENTS (Joining words are in bold, underlined text.)
“Stay close” quacked mother duck but Alexander did not stay
close and he fell down a hole.
First a man tried to reach Alexander with his long arms but they
were not long enough.
Second he tried to reach Alexander with an umbrella but it
wasn’t long enough.
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Third a lady dropped a sandwich down the hole and it hit Alexander on the head.
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Next a policeman tried to reach Alexander with his whistle on a
long piece of string but Alexander did not grab the string.
Next a boy tipped his drink down the hole.
Next all the people tipped cups of water down the hole.
Next Alexander floated up to the top and got out of the hole.
ENDING (Joining words are in bold, underlined text.)
Last Alexander and his family got home safe in time for tea.
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Story Retell Sheet
Story Retelling For ‘Arthur’
by Amanda Graham and Donna Gyrell
The text below outlines the language model teachers should provide for students aged between
4½ to 5 ½ years. Students of this age should be able to produce a retell containing the introduction,
three events and an ending and with language (ie sentences and vocabulary) similar to that
outlined below.
When?
Who?
What?
Where?
There once was
an ordinary dog
called Arthur
who lived
in Mrs Humbert’s
pet shop.
EVENTS (Joining words are in bold, underlined text.)
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First Arthur tried to be a rabbit but no one took him home.
Second Arthur tried to be a snake but no one took him home.
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Third Arthur tried to be a fish but no one took him home.
Next Arthur tried to be a mouse, lizard, hamster, bird, cat and
frog but no one took him home.
ENDING (Joining words are in bold, underlined text.)
Last a girl and her Grandad came in looking for a dog and took
Arthur home.
50
Picture Book Retelling - Step 2
PLD Organisation Pty. Ltd.
Story Retell Sheet