Four Square Retelling
A Graphic Organizer for Retelling Narratives
Stage of Literacy Development:
Stage 1: Beginning LiteracyStage 2: Consolidation / Fluency
Ages:
5-8
Grade Range:
K 1st 2nd 3rdFood Groups:
Primary:
Reading Comprehension Strategies, Text Structures & Genres
Secondary:
Writing Processes & Strategies
Activity Description
Preparation:
-
Choose a short text or a section from a novel to reread
-
For example: Jacob Two Two and the Hooded Fang, by Mordecai Richler
- Make sure that the selected text is one with which students are already familiar
-
For example: Jacob Two Two and the Hooded Fang, by Mordecai Richler
- Photocopy the Four Square worksheet for each student
Implementation:
Session 1:
- Reread your chosen text
-
Introduce the Four Square chart to the students
- Refer to each square and read the sentence starters: First, Then, Next, Finally
- Explain that students will be trying to retell the most important events in the story using the squares
-
Brainstorm ideas for completing each square
- You may wish to record ideas on a piece of chart paper
- Explain to the students that they will complete the Four Square chart in small groups
Session 2:
-
Support students as they complete their Four Square charts
- For example, encourage younger students to reread their sentences aloud and include all of the sounds they hear in each word, encourage older students to try to determine the most important events
- Invite students to share their charts with the class
Adaptations For
English Language Learners/ESL:
- Include a visual cue for each block
- Allow students to share their ideas orally before writing them down
- Have students draw their pictures first then scribe their ideas
LD/Reading & Writing Difficulties:
- Allow paragraph to be written using a typing program or speech-to-text software program
- Scribe written paragraph for student so that the student's ideas are the focus
Cultural Appropriateness & Diversity:
- Choose a text with which students are familiar
Differentiated Instruction:
- Provide alternative sentence starters as examples from which students can choose
- Include mixed-ability groupings during small group instruction
Related References
Source:
Hall, D. P. & Cunningham, P. M. (2001). Month-by-month Reading, Writing, and Phonics for Kindergarten: Systematic, Multilevel Instruction for Kindergarten. Greensboro, NC: Carson-Dellosa Publishing.
Evidence:
Brunn, M. (2004). Teaching ideas: The four square strategy. The Reading Teacher, 55, 522-532.
Activity Objective
The goal of Four Square Retelling: A Graphic Organizer for Retelling Narratives is to provide students with a graphic organizer to help them identify the main ideas in a story and organize these ideas to write a retell.
What You Need
Prep Time:
10 minutes
- Select a short text
- Photocopy the Four Square worksheet for each student
Task Time:
2, 30 minute sessions
Session 1:
- Teacher rereads text
- Teacher introduces activity by explaining how to complete worksheet
Session 2:
- Students complete Four Square charts
- Students share their Four Square charts
Materials Required:
Teacher:
Selected text
Students:
- Worksheet Pencils
What You Do
Teacher Role:
Modeling:
- during read aloud and when introducing the activity
Supporter:
- during small group instruction and sharing time
Student Grouping:
Whole class:
- during read aloud, introduction of task and sharing time
Small groups:
- when students complete chart
Assessment Ideas:
- Create an individual requirements checklist or rubric to assess students' ability to retell the text
- Record anecdotal notes as students complete four-square chart
Quick Tips
Activity Extensions:
- Model how to use the chart as a guide for organizing ideas when writing a longer paragraph or summary
- Have students write a longer paragraph or a summary using their four-square chart as a guide
- Have students write a picture book using their four-square chart as a guide
- Create a center with familiar texts, four-square charts and writing materials
Additional Comments:
- Providing students with an opportunity to organize their ideas in a graphic organizer or chart prior to writing a paragraph or summary allows them to clearly plan and understand the important parts of the text.
- Students need to understand that writing is a process that usually begins with planning and organizing ideas. It is important to encourage students to continue to develop their writing by editing and revising their work.
- Emphasize writing as a process during any writing workshop or activity and refer to the process with an authentic context by using a real author as an example.
Other Adaptations/Modifications:
- Provide an option of working independently for students disturbed by sound
- Work one-on-one with students who require scribing or direct instruction
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