What intervention step can help students effectively retell a narrative?

Teaching transition words is essential for helping students effectively retell a narrative because these words serve as signposts that guide listeners through the sequence of events and the relationships between ideas. Transition words such as "first," "then," "however," and "finally" clarify the order of events and help students convey the flow of the narrative more coherently. This skill not only improves their storytelling ability but also enhances their comprehension and communication skills, as they learn to connect thoughts logically and expressively.

For instance, when students use transition words, they can create a more structured and engaging retelling of a story, making it easier for their audience to follow along. This approach encourages deeper understanding of the narrative's structure and elements while fostering a more polished delivery.

In contrast, allowing students to use any sentences they create may lead to disorganized retellings, and expecting them to memorize the text can hinder their ability to express understanding in their own words. Requiring a summary in one sentence might oversimplify the narrative, stripping away essential details and nuances that make storytelling richer. Thus, explicitly teaching transition words not only supports the retelling process but also equips students with a valuable tool for effective communication.