![]() ![]() ![]() These charts usually explain the points and then give a drawing to illustrate the essence of each. Some anchor charts are quite formal and present the five elements of retelling in blocks, or as separate points in a list. Anchor charts are the perfect way to present these and the process of retelling them in different ways. However, the same five elements must always be present. Retelling a story is something that can be done in different ways. Using retelling anchor charts in different ways It can also include illustrations from sample texts the students will work from. The chart should use illustrations to help the students understand the elements of retelling. Spaces must be left on the chart where students can fill in the points they work out from their analysis of a story. ![]() Interactive chart: It should name the five elements necessary for retelling.Illustrative chart: It should name the elements and give an example of each from a specific story.Information chart: It may give information about the five elements, which means identifying them and giving an explanation of each.The purpose and style of the anchor chart must be made clear: The chart must state the five elements of a story that need to be identified: characters, setting, problem, events, solution. Like any anchor chart, a good retelling chart needs to capture the students’ attention by using color, different fonts, headings and pictures. What elements should be in a retelling anchor chartĪ good retelling anchor chart should contain certain elements that will make it useful for the students and easier for you to use in your classroom. Final thoughts on retelling anchor charts.Inspiration for retelling anchor charts.Using retelling anchor charts in different ways.What elements should be in a retelling anchor chart.There are also 17 useful examples of anchor charts to work from. I will discuss what you should include or look out for in a good retelling chart. In this post, you will learn about retelling anchor charts. “Can I tell you the story?” Isn’t that something you’ve heard your students ask? How many times are you given the whole story, not a potted version? You students tell you everything about a story, not the main points? They need to be taught to pull out only the necessary elements to retell a story effectively. ![]()
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