Splitting Hairs Part 2: Language of Common Core

Last week I examined the progression of central messages, lessons, morals, and themes in the second standard for reading literature. This week, I want to take a look at that same standard, but examine the the use of the following terms: retell, recount, and summary.

In kindergarten and first grade, students are to retell stories. In second and third grade, students are to recount stories, and in fourth and fifth grade, students are to summarize stories. Both retells and summaries are common formats in our educational system, but what is a recount? Let’s examine each one to determine how the three terms build in complexity.

According to Kissner (2006) retelling is when a student orally tells what is remembered about a text. Generally the retell is related to events. The retell is somewhat casual in its format and relies mostly on what the reader remembers. A summary is a more formal account of the text, can be both written and spoken, and must include the main ideas within the text and key events and details. Often a format for developing a summary includes a topic sentence with the title and author of the story, followed by a verb, and then is finished with the main idea. The rest of the summary includes other important main ideas throughout the text, or key details.

So, what is a recount? The term recount is more easily found in English and Australian publications. Recounts in those countries are a type of written account of a story that is in chronological order, includes the 5 W’s (who, what, why, where, and when), and has a concluding sentence. The format can be described as the orientation (introduction), series of events, and the re-orientation (conclusion). In short, a retell gives the experience of the story, a recount is a shortened experience of a story, and a summary is an explanation of the main ideas within a story.

In order to help support teachers in grappling with a recount, I have developed a brainstorm that follows the format as outline in Targeting Texts by Sue Stubbs. I have also included a retell checklist to support teachers in analyzing oral retells.

Through the process of unpacking the standards, I have found that language that I had previously taken for granted also needed unpacking. As we explore Common Core and its implications in our classroom, we must look with a new lens to make sure that we can find clarity in what we are teaching so that we really do benefit our students.

References

Kissner, E. (2006). Summarizing, Paraphrasing, and Retelling Skills for Better Reading, Writing, and Test Taking. Heineman: Portsworth, NH.

Stubbs, S. (2000). Targeting Text. Blake Education: Sydney, NSW.