retell and adapt familiar literary texts

• retell — tell a text again using its important events
• sequence — the order in which events happen
• adapt — change part of a familiar text to make a new version
• character — a person, animal or imagined being in a literary text
• event — something that happens in a text
• beginning — the first part of a text or retell
• ending — the final part that finishes a text or retell
• performance — showing a text to others through voice, movement or acting

I can retell a familiar story in order and change part of it in a new version.

Learning goal: I can retell a familiar story in order and change part of it in a new version.

I am ready when I can

• I can choose the main events rather than every small detail.
• I can sequence story pictures by what happens first, next and finally.
• I can retell the familiar text so a listener can follow it.
• I can adapt one character, setting, event or ending through play, images or words.
• I can explain what stayed the same and what changed.

See the skill in action

In a familiar class story, Tama plants a seed, waters it each day and sees a yellow flower open.

Use the pictures as memory clues. Say a complete event for each picture rather than naming single objects.

Worked example 2: adapt one part of the known story

Keep Tama, the planting and the daily care. Change the final plant from a yellow flower to a tall bean vine.

Tell listeners what stayed the same and what changed. The change can be shown through play, performance, images or writing.

• A retell includes every tiny detail — Limit the picture path to the main events needed for the story to make sense.
• An adaptation can become an unrelated new story — Keep two or more anchor features visible and change only one clear part first.
• Pictures are sequenced by colour or appearance instead of events — Ask what happened first, next and finally, then use story cause and time clues to reorder the images.

1. Picture-path retell — Children place three main-event pictures from left to right, then retell using first, next and finally.
   Three numbered event frames connected by arrows
2. Freeze-frame performance — Small groups make a still pose for one main event. The audience identifies where the event belongs in the sequence.
   Beginning, middle and ending floor markers
3. Change one card — Replace one character, setting or ending card. Children retell the adapted version and name exactly what changed.
   Original event strip with one contrasting change card

Quick checks

• To retell a story, what should you do first?
• Which picture order makes sense for a retell?
• Which choice is an adaptation?
• A child acts out a familiar character and the main events. What are they doing?

Mastery evidence

• To retell a story, what should you do first?
• Which picture order makes sense for a retell?
• Which choice is an adaptation?
• A child acts out a familiar character and the main events. What are they doing?
• The learner represents a recognisable character and event and explains where it belongs in the story.
• The learner orders the pictures from story evidence and gives a connected retell.