LOTTIE BAKER

United States

Using Story Retelling Wheels

with Young Learners

“
What was the book about?” “Can you tell me what happened in the
story?” These are questions that I often asked my seven-year-old
English learners who were on the cusp of reading and writing in
their new language. Occasionally, a student would respond with a
detailed account of the events in the story, but more often than not,
my questions were met with a shoulder shrug or a blank stare. My
students were astute listeners to storybooks—and a few were even
capable of reading the books themselves—but nearly all of them
struggled to talk about the stories we read.

As a novice English teacher, I was initially who taught young learners in Thailand. The
perplexed by my students’ challenge to story wheel helped their shy students who
retell stories. In many cases, the story that rarely uttered an English word in class to
my students failed to retell was one I had string together short phrases. Even more
read aloud to them just minutes before. Did exciting was that the students enjoyed the
they forget the events in the story? Did they process of retelling. A lesson we learned was
not understand the words they had heard or that we do not need to wait until learners
read? Or did they not have the oral English acquire enough English to produce flawless
vocabulary to describe the story? Perhaps they retellings. Instead, imperfect retellings with
were too nervous to speak? I came to realize the support of scaffolding instruments can
that the answers to these questions depended push learners to develop English and have fun
on the learner—and on the story we read. I at the same time.
also discovered that with a little scaffolding,
my previously silent students transformed In the next section, I briefly outline the
into masterful and confident story (re)tellers. research on the importance of oral story
retelling and the benefits of scaffolding for
In this article, I present a scaffolding device English learners. I then explain procedures
that I found helpful for my young learners: a for preparing and using the story retelling
story retelling wheel, or simply a story wheel. This wheel, offering adaptations for different
tool can be adapted to meet young learners at contexts. I emphasize how the story wheel
different English language and literacy levels. can be used to expand learners’ retelling
It requires only paper and pencil, making it capacities, as well as to hone critical-thinking
an ideal resource for classrooms with limited skills and to provide oral language practice.
materials. Not only did I use the story wheel I conclude with a summary of practical
with success in my U.S. elementary-school recommendations for implementing this tool,
English as a second language (ESL) classroom, based on my experiences as a teacher and
but I also shared it with Thai English teachers teacher educator.

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 [The story retelling wheel] requires only paper and pencil,
making it an ideal resource for classrooms with
limited materials.

ORAL RETELLING OF STORIES they create in their retelling. They signal

the sequence of events to the listener using
Oral retelling is a staple instructional activity transition words and phrases (e.g., first, then,
in early-grade reading classes. And for good next, at the end) that may or may not have been
reason, too. When eliciting a retelling, a present in the story. These cognitive demands
teacher “gains insight into the text [students] grow as the texts gradually increase in
have constructed in their mind” (Jennings, complexity and length. And teachers often ask
Caldwell, and Lerner 2013, 280). Research learners to make all of these language choices
has long indicated that reading comprehension almost instantaneously, shortly after they close
improves when young learners are asked to the cover of the book.
retell the stories they read (Dunst, Simkus,
and Hamby 2012; Isbell 2002; Morrow 1989). Retelling is no small feat when reading in
When retelling, learners do not simply the native language; it is even more
repeat the story verbatim, but develop challenging in a new language. Because
their own version, using original language receptive language skills often develop ahead
(Spiro 2007). They revisit the story structure of productive ones, English learners’ retelling
and integrate language from the text into may not reflect their understanding of the
their own speech. Through this process, text. That is to say, learners may understand
learners come to a deeper understanding more of the story than they produce in their
of a story while developing a more robust retelling. They may fixate on a memorable
and expressive vocabulary. For English part of the story rather than telling the full
learners, retelling stories helps connect story, or they may skip parts that require
spoken language to print while boosting use of vocabulary that is difficult to
oral language development. And strong pronounce. The retelling that learners
oral English proficiency has been shown to produce therefore may not match their
support English reading and writing skills internal story reconstruction. These learners
(August and Shanahan 2006; Shin and may benefit from support to enhance their
Crandall 2014). story retelling capacity.

Underneath a learner’s oral description of Scaffolding techniques are temporary,

a story is a complex process that involves targeted support mechanisms for learners
multiple skills (Spiro 2007). To generate a to help them succeed in activities that they
holistic retelling, learners first recall the cannot yet complete independently (Bruner
story from their working memory. They 1983). Scaffolding can bring complex
then select the salient parts to tell, while academic tasks within reach for English
omitting details that they remember but deem learners (Gibbons 2015). Retelling is no
nonessential to the plot. Learners integrate exception (Hansen 2004; Shin and Crandall
key vocabulary and language structures from 2014). In their review of literature on
the story into new phrases and sentences retelling strategies, Dunst, Simkus,

Even more exciting was that the students enjoyed the

process of retelling.

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 The story wheel can be used to expand learners’ retelling
capacities, as well as to hone critical-thinking skills and
to provide oral language practice.

and Hamby (2012) note three forms of ever broken something?” or “Raise your hands
scaffolding for retelling: (1) verbal prompting if you eat something like porridge at home.”).
(e.g., “What happens next?”), (2) visual aids The final section, on implementation tips,
(e.g., sequencing cards), and (3) manipulatives offers more advice about read-aloud stories.
(e.g., props related to the story). The
scaffolding tool I describe in this article—a The following steps explain the basic
story retelling wheel—most closely fits the procedures for preparing and implementing
form of a visual aid. This tool is versatile and story wheels for young learners. In subsequent
can be used both to provide support and to sections, I provide more explanation about
extend the challenge of retelling. ways to implement these steps and adaptations
for different contexts.
STORY RETELLING WHEEL
Prepare the story wheel
A story retelling wheel is a circle divided 1 . Create a story wheel template for your
evenly into segments, each of which features students. Cut a piece of paper into a
an image to represent an event in a story. large circle. Divide the large circle
The wheel is a visual scaffold for students into three to eight equal segments,
as they retell a story that they heard or one depending on how many events you want
that they read themselves. As students retell to include.You can create the sections
a story, they manipulate the wheel, physically by using a basic compass or simply by
rotating it as they talk about each part. folding the circle to form creases. The
Figure 1 illustrates possible templates for template should resemble a pie graph,
a story wheel. as in Figure 1.

A story wheel is an after-reading instructional 2 . Write the title and author of the story
strategy, which means the wheel supports on one side of the story wheel. Students
tasks that students complete after listening can draw and color their own “cover” on
to or reading a story. To ensure students this side later. Another option is to draw
understand the story, you might read the story a small circle in the center of the wheel
aloud multiple times. Alternatively, students and write the title in that circle.
can listen to an audio recording. If possible,
engage students in the story by pausing to ask 3 . Identify three to eight important events
questions throughout the reading (e.g., “What in the story. In my experience, about six
do you predict will come next?” or “Have you events is generally a good number, but

Figure 1. Possible templates for a story wheel

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A story retelling wheel is a circle divided evenly into segments,
each of which features an image to represent an event in a story.

learners who are new to this technique to the number 1 to make sure students
or who are beginning speakers may knew where to start retelling.
benefit from a simple story with fewer
events. More than eight events are too 5 . If a photocopier is available, make
overwhelming for young learners and a copy of the story wheel for each
require too much time to retell; fewer student. If a photocopier is not available,
than three events do not capture the arc then students can take turns using the
of a story, which at a minimum consists story wheel in small groups. Other
of a beginning, middle, and end. Indicate adaptations, described below, are for
the beginning segment with a symbol students to create their own story wheels
(e.g., an asterisk or the number 1), or or for teachers to apply the sequencing
write sequencing words such as first, concept of the story wheel to separate
then, and finally in each section.You images hung around the classroom.
might also draw an arrow on the edge
to indicate the direction of the events. Implement the story wheel
Figure 1 displays examples of story 6 . After students listen to the story read
wheel templates with various events. aloud at least once, model how to use
the story wheel. Demonstrate what you
4 . Draw an image representing the would like students to do: retell the
event in each segment, sequenced in story themselves by pointing to each
chronological order. Consider including segment as they describe the events in
key vocabulary, labels for images, or the story. Make sure students understand
names of characters in the segments. See how each image corresponds to a part
Figure 2 for an example of a story wheel in the story.You might revisit the pages
I used for the story Goldilocks and the in the book and explicitly show students
Three Bears. I indicated an asterisk next how each part matches with the image.
You can also use a think-aloud technique
in which you verbalize your thoughts
before speaking. I provide more details
about modeling the process in the next
section.

7. Students retell the story using their story

wheel. They can retell independently
(whispering the story to themselves),
together with a partner or small group,
or to their family at home.You can
also listen to students retell stories
individually as a means of assessing
their oral language use and listening
comprehension.

These basic procedures can be adapted to

Figure 2. Example of a story wheel for meet the needs of different student levels. I
Goldilocks and the Three Bears next provide more information on how to

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 Demonstrate what you would like students to do:
retell the story themselves by pointing to each segment
as they describe the events in the story.

create and use the story wheel, and I offer 2 . Students draw events. Identify the
some additional recommendations. important events and talk about each one
with students. Make sure that students
CREATING THE STORY WHEEL understand which events are important.
Then, students create an image for each
For beginning-level learners who are new event. For students new to story wheels,
to retelling stories, create the story wheel I recommend that you first model this
by drawing an image or multiple images in process with the whole class. Consider
each segment. No artistic skill is necessary; drawing some of the events yourself as
drawings can be basic images or even symbols examples to get students started. Then,
that remind students of the events in the move through the events one by one to
story.Young learners often enjoy coloring prevent overwhelming students with all
in the drawings later, which allows them to the events at once. Older students with
personalize their own wheels. If a photocopier computer skills can create digital images
or computer is available, you might consider using online resources. Transforming a
copying or printing images from the story or text to a visual representation will help
locating open-source images or photographs students come to a deeper understanding
online. But hand-drawn images are as valid as of the text and allow them to think
printed ones. creatively.

As an adaptation to expand students’ 3 . Students identify and draw events. Students

engagement with the story, involve students both identify and draw images for the
in creating the wheel. Their participation events in the story. This option works
in making the tool will deepen their best if students are familiar with the
understanding of the story and increase their concept of the story wheel (e.g., they
cognitive challenge. There are many ways have already used a story wheel that
to involve students. The following are three the teacher created). To introduce
examples of ways students can help create the this process, conduct a whole-group
story wheel, listed in order from less to more discussion with students to agree on the
student independence. most important events. The conversation
will engage students in higher-order
1 . Students sequence events. Identify important thinking skills and push them to use
events and then create each image on academic language. They analyze the
small pieces of paper.You might create text and then justify their opinions for
images on a story wheel, then cut the events they think count as the most
each segment so that they are separate important for the story wheel. Once
triangles. Students then sequence the the class has agreed on the important
images in the correct order. They either events, students work independently
attach each image to the corresponding or in small groups to draw an image
segment on a blank story wheel or piece that represents each event inside the
together the segments like a jigsaw blank segments. As learners grow more
puzzle. This adaptation will help students proficient at retelling stories, they can
focus on details as they sequence the identify the events in small groups or
events. independently.

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 As with any good instructional scaffold,
the wheel enables students to expand their language
and move towards independence.

These adaptations can be combined as well. of the beginning when they decided to
Students can draw the events, and then later leave their house and take a walk.
cut them out and practice sequencing them
in chronological order. In all cases, it is Young learners may benefit from chorally
important that the teacher review students’ repeating phrases or vocabulary from the
work before they use the wheel to ensure it story that you model. By repeating the
accurately represents the story. If students phrases together as a whole group, students
are involved in creating the story wheel, they build confidence to say the new phrases
will have more ownership in the process independently.
because the finished product will be their own
creation. Further, students who are familiar As you introduce the retelling wheel,
with creating story wheels can transfer the gradually release responsibility to your
concept to their own writing. When planning students. After demonstrating how to retell
their narrative stories, they can use a story the first two or three events on the wheel, call
wheel as a prewriting graphic organizer. on different students to try retelling the next
segments. As students retell the events, offer
USING THE STORY WHEEL immediate support and feedback.You might
point to images in the story wheel and prompt
The real power of the story wheel comes in its students with questions such as, “Why is this
use. As with any good instructional scaffold, chair broken? What happened?” You can also
the wheel enables students to expand their use the story wheel to elicit specific language
language and move towards independence. from students, as in the following example:
The images on the wheel remind students of
important events that take place in the story, “You said Goldilocks took the soup.
and the sequential segments provide a tangible I understand what you mean, but
structure that helps focus young learners remember how the author used the word
on the task of retelling. Students can create sipped because Goldilocks ate just a little
multiple retelling wheels for different stories, bit? Can you tell me how Goldilocks
and they can use them repeatedly over time sipped the soup?”
to remember their favorite stories. Retelling
wheels are most effective, however, if Once students understand how to use the
teachers provide students with clear, explicit story wheel, they can practice retelling with
instructions about how to use the tool. each other. To encourage collaboration,
teachers can form groups of three or four
When first introducing a story retelling wheel students. Each group retells the story
to students, model how to use the tool.You together, with students taking turns telling
can do this through a think-aloud technique the different parts or representing different
in which you verbally describe your mental characters. More beginning-level students can
decisions. For instance, you might point to the benefit from their peers who jump in with
first segment of the story wheel and say: needed vocabulary or guide new learners
through the process. Small groups work well
I am going to start on this part because for large class sizes because all students can
there is a number 1. I see a picture of the speak simultaneously. The teacher moves from
three bears all together. This reminds me group to group in order to monitor, give

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 feedback, and make informal assessments on A small class size or a one-on-one tutoring
how students are using the wheel. As students setting allows you to observe students
become more familiar with the story, they individually and provide immediate feedback.
can add movement and even transform the However, this is not possible with large
retelling into a dramatic performance. classes, which is often the norm when
teaching English. The goal of the retelling
In my classroom, we created a growing wheel is not to produce perfect, error-free
collection of story retelling wheels after retellings. Rather, the wheel is a guide that
reading books out loud. Using the story helps students focus on the story language
wheels became an optional anchor activity; if by supporting them in recalling the basic
students completed their work and needed a structure and plot. Imperfect oral language
task to “anchor” them to English literacy, they use is beneficial and leads to increased
could choose to retell one of their favorite confidence and fluency. In fact, by practicing
stories. I taught my learners to whisper to with the retelling wheel away from a teacher’s
themselves to avoid disrupting other students. watchful eye, students may feel less self-
If you have space in your classroom, you conscious and more willing to try out new
can dedicate a small corner to reading and words or phrases in speech.
retelling.You can keep the retelling wheels
there, along with books and other scaffolding ADAPTATIONS
devices you may use for retelling stories.
The concept of the story wheel is easily
The story wheel can also extend English transferred to other after-reading instructional
language use beyond the classroom. In places strategies that help learners retell stories. In
where English is not widely spoken, ensuring the hands of a creative, resourceful teacher,
young learners practice English outside the number of adaptations for a story
school is difficult. Even in communities retelling wheel is immense. Here, I offer a
where English is spoken, learners rarely few examples of adaptations specifically for
encounter the kind of academic language beginners and older learners, as well as for
they hear in books read aloud at home. For learners in classrooms with limited resources.
young learners, this academic language
consists of the stories they hear in books at Adaptations for beginners. Story wheels can be
school. Story wheels encourage students to used as a scaffold to help beginners retell
retell stories to their families using the same a story using isolated words or phrases. As
vocabulary and language structures in the with other oral language activities, you would
book. I sometimes give the story wheel as a not expect beginner speakers to match the
homework assignment and ask students to language ability of their more-advanced
retell the story to at least one person in their peers. As the teacher, select target words for
family. They then report the next day to whom students to practice. Strategically draw (or
they retold the story. The story wheel is a way print) images that represent these words.
for students to share their new language with Beginners could be challenged simply to
their family members. Many of my students’ name images in each segment using one- or
families did not understand English, but the two-word utterances (e.g., “chair” or “broken
images on the wheel allowed students to chair”). They can also develop fluency using
“teach” their families new words. Through idiomatic phrases from the story (e.g., “just
this process, my students made connections right” and “fast asleep”) or language unique to
between English and their home language. storytelling, such as, “Once upon a time … .”
You can teach students to use transitional
A question I have received from teachers terms such as and then and next as they move
in the past is, “How can I monitor all the between the story wheel segments. Some
students at once?” Another is, “What if the teachers may want to allow beginners to use
students aren’t using correct English?” their first language to supplement their story

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retelling while pushing them to use English and problems, which might result in multiple
for key words or phrases. As students develop “somebodies” or “buts,” for example.
English, their story retellings consist of
more English. Adaptations for limited supplies. Not all teachers
have easy access to scissors. Fortunately, the
Adaptations for older learners. An adaptation concept of the story wheel does not depend
for older students who can read and write on the circular shape! While the distinctive
independently entails swapping images for wheel shape helped my learners locate their
key words or phrases. The brief text serves story wheels among papers, the circle was
as a mnemonic, or memory device, for not necessary to support the retelling.
students as they retell the story. As with the The scaffolding function of a retelling wheel
pictures on the story wheel, the words can can also be effective on a standard-sized
be selected by the teacher or the students. 8.5-inch x 11-inch piece of paper, which is
Students can be challenged to first identify necessary if scissors are not available. Instead
the main events in the text and then create of dividing a circle into pie pieces, students
symbols or phrases that are meaningful to can fold a piece of paper into segments of
them. This process also helps students hone equal size—fold the paper in thirds, as if
the learning strategy of creating and using fitting a letter in an envelope, and then fold
mnemonics, which can be generalized to once more to create six rectangular segments.
other content areas. Alternatively, students Students then draw an image of the story
can write a phrase or sentence to describe sequence in each segment, beginning with the
each image. I found this strategy to be a top segment. When retelling, students can
helpful first step for students learning to refold the piece of paper and then gradually
write summaries of narrative texts. unfold after describing each event of the story.
There are numerous other ways to fold paper
Another adaptation of the story wheel for to support student learning. Educators have
older students is the graphic organizer developed creative applications called foldables
“Somebody–Wanted–But–So–Then,” that can be applied to retelling scaffolds (see
developed by Macon, Bewell, and Vogt (1991). Dinah.com 2021).
This graphic organizer continues to be widely
used in English reading classrooms. Unlike Another barrier is lack of access to a
the story wheel, this graphic organizer photocopier. Drawing separate story wheels
does not require drawing images. Instead, for each student is a time-consuming task
simply write each of the five words on a that is not reasonable for most teachers,
segment on the story wheel. Students name particularly for teachers with large classes.
the main character (somebody), his or her A variation is to transform the story wheel
motivation (wanted), the problem (but), the to a class-wide story walk. Create one image
attempt to solve the problem (so), and the of each event on a separate piece of paper. If
final resolution (then). These words provide you identify six main events, use six pieces
students with the language to narrate a story of paper. Each piece would feature a distinct
structure. They could be accompanied by image that represents an event in the story.
basic images associated with the story, created Then, attach the images to the walls of the
either by you, the teacher, or by students. As classroom, establishing a station for each
students become more independent in their picture. Students retell the story by walking
language skills, they will need fewer images around the room. When they reach an image,
and may simply use the five words to help they describe the part of the story represented
them structure their retelling. This organizer on the image. Students can do this process
works best for stories that explicitly follow either individually or in groups. To manage
a “Somebody–Wanted–But–So–Then” story this activity, set a time limit for each station,
structure. Narratives that are more complex for example, three minutes. When time is
may have multiple characters, motivations, called, students rotate to another station. If

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 Student interaction during the read-aloud
will facilitate students’ comprehension of the story,
which is necessary for a successful retelling.

students have extra time at their station, they the text aloud to be sure that you are
can talk about their response to the event by confident with the language in the book.
answering questions like, “How did you feel Engage students in the story as you read:
when you read this part?” and “How is this ask questions throughout the book (e.g.,
part the same as something in your life?” “What do you think will happen next?”);
draw students’ attention to illustrations
An advantage to this adaptation is that (e.g., “Look at this illustration. What do
teachers can include any number of story you think is happening?”); clarify new
events without having to cut or fold paper. vocabulary (e.g., “This is a new word for
If the classroom space is large enough, this us. It means … .”); and connect the story
adaptation also allows multiple story retellings to topics that are familiar to students
simultaneously, which can help students review (e.g., “Can you tell me about a time
stories they have read recently. To do this, when you felt like this?”). When I was
create events for three different stories. Hang reading new books, I wrote questions
each group of events in different parts of the on sticky notes that I placed on the
classroom. Assign student groups to different edges of the pages. As I read aloud in the
stories and instruct them to retell the events in classroom, these sticky notes reminded
the story to each other. Make sure students use me to pause and engage my students. It
quiet voices and that they have enough space can be helpful for students to listen to
to move around. An additional benefit to the the story multiple times.
story-walk adaptation is that this technique
gets students out of their seats and moving. 2 . Select the right texts to retell. The retelling
wheel is designed to graphically show
PRACTICAL RECOMMENDATIONS events in a sequence. Fiction genres and
narrative nonfiction genres work best
The following practical recommendations for retelling wheels. Texts should have
for using the story retelling wheel reflect a clear chronology with one or
successes and problems that I encountered, more main characters. Summarizing
either as a teacher for young learners or as a informational texts requires different
teacher educator for new teachers. language forms because these texts
are organized differently. For instance,
1 . Read the story interactively with students. students might describe the main idea
The first step in the retelling procedure of a text rather than explain events that
is for young learners to listen to a story occurred at the beginning, later, and at
read aloud, either by the teacher or on the end.
an audio recording. Student interaction
during the read-aloud will facilitate An additional consideration when
students’ comprehension of the story, selecting texts is the sophistication of
which is necessary for a successful the storyline. Most young learners are
retelling. Before beginning a read- emergent or beginning readers, which
aloud of a new book, preview the text means they cannot decode texts beyond
to students to identify parts that may those with controlled vocabulary, short
be unclear. If you are reading the story phrases, and simple storylines. These
aloud, you might also practice reading texts usually do not have a robust story

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 In scaffolding frameworks, teachers gradually release
responsibility to students. That is to say, classroom activities
move from teacher-directed to student-centered.

structure with a problem and solution. 4 . Use the wheel to retell. I have witnessed
However, because young learners can primary teachers who limit the use of
usually comprehend more English retelling wheels to a coloring exercise.
than they can read, they are able to While coloring can be a creative and
understand more-complex picture books enjoyable task for young learners, it
that they hear read aloud, particularly does not tap into the potential power
when they ask and answer questions the retelling wheel holds in supporting
throughout the reading. students’ oral language. Similarly,
I have seen teachers who ask their
A final consideration is to ensure that students to sequence events in the
students have enough background wheel and then submit the wheel to
knowledge to understand the story. the teacher. Students in these classes
Consider pre-teaching the main concepts never had the opportunity to use the
or vocabulary in the story if students do wheel for retelling. Provide time or
not encounter them in their everyday space for students to retell using the
life. Make connections between the story wheel. Students may benefit from an
plot and students’ experiences. Avoid explanation of the purpose of the story
stories that are not culturally appropriate wheel. Tell them why you want them to
for your students. The sample story use the story wheel and how it will help
I showed from my U.S. classroom, for them improve. For the retelling wheel
example, may not be a good fit for your to have maximum benefits, students
classroom. need to use the wheel to guide the
retelling process.
3 . Model the process of using the story wheel.
In scaffolding frameworks, teachers 5 . Teach transition language. One of the
gradually release responsibility to benefits of the story retelling wheel is
students. That is to say, classroom that students have an opportunity to
activities move from teacher-directed practice academic language associated
to student-centered. When introducing with narrative and fiction. While each
the story wheel for the first time, story will have specific vocabulary and
show students exactly the language language structures, general terms will
and behavior you expect. If you ask cross stories and enable students to
students to create their own wheels by string together sequences. Examples
listing the important events, then you are in the beginning, first, next, so then, and
should demonstrate to students how to finally. Teach these terms explicitly and
select events that are important. If you remind students to use them in their
ask students to retell for the first time, retelling.
then give an example of retelling using
the wheel. As much as possible, after 6 . Remove the story wheel … eventually.
modeling, observe students closely as Removing the story wheel may seem
they use the wheel. This will allow you counterintuitive, particularly after I
to clarify major inaccuracies. However, just highlighted all the benefits of using
as with all English language activities, do a story wheel. However, at its crux,
not expect perfection in language use. the story wheel is a scaffolding tool.

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 As with brick-and-mortar buildings, them to do so in English, a language that is not
all successful learners eventually shed their first. The story wheel is one way to help
the scaffolds that helped develop their them find success in retelling, while enhancing
skills. If you notice that students can their oral language and critical-thinking skills
retell a story confidently and clearly at the same time.
without an organizer, then they may
not need the support of a story wheel REFERENCES
for that book. However, they may benefit
from a story wheel, or a similar retelling August, D., and T. Shanahan, eds. 2006. Developing
graphic organizer, when retelling a more literacy in second-language learners: Report of the
complex story. As students develop National Literacy Panel on language-minority children
English literacy skills, they will move and youth. Mahwah, NJ: Lawrence Erlbaum.
Bruner, J. 1983. Child’s talk: Learning to use language.
from relying on detailed images to using
Oxford: Oxford University Press.
words and phrases. The variations of Dinah.com. 2021. “Graphic Organizers And
story retelling wheels are numerous; the Foldables.” Accessed March 12, 2021. https://
key is to be flexible in how and when dinah.com/graphic-organizers-and-foldables/
students use them. Dunst, C. J., A. Simkus, and D. W. Hamby. 2012.
Children’s story retelling as a literacy and language
CONCLUSION enhancement strategy. CELLreviews 5 (2): 1–14.
Gibbons, P. 2015. Scaffolding language, scaffolding
I originally designed and used the story learning: Teaching English language learners in the
retelling wheel for young English learners mainstream classroom. 2nd ed. Portsmouth, NH:
who were just beginning to develop reading Heinemann.
skills. But the underlying concept of the Hansen, J. 2004. “Tell me a story”: Developmentally
appropriate retelling strategies. Newark, DE:
story wheel is relevant to anyone who retells
International Reading Association.
stories, which is all of us! I recently had a Isbell, R. T. 2002. Telling and retelling stories:
conversation that reminded me of the value Learning language and literacy. Young Children 57
of the story wheel. A friend was planning a (2): 26–30.
weekend trip to a city that I had visited in the Jennings, J. H., J. S. Caldwell, and J. W. Lerner.
previous year. She asked me a question similar 2013. Reading problems: Assessment and teaching
to the ones I asked my young learners: “Tell strategies. 7th ed. Boston: Pearson.
me about your trip. What happened there?” Macon, J. M., D. Bewell, and M. Vogt. 1991. Responses
My initial response was something like, “It was to literature: Grades K–8. Newark, DE: International
so great. I loved it!”; however, that was not Reading Association.
an accurate response to her question. Then, Morrow, L. M. 1989. Using story retelling to develop
I opened my camera to show her photos I comprehension. In Children’s comprehension of text:
Research into practice, ed. K. D. Muth, 37–58.
had taken. I found that the photos reminded
Newark, DE: International Reading Association.
me of chronological details in the trip that Shin, J. K., and J. Crandall. 2014. Teaching young
I missed in my first retelling from memory. learners English: From theory to practice. Boston:
Telling about a trip is certainly not the same National Geographic Learning.
as retelling a written story; it lacks the story Spiro, J. 2007. Storybuilding. Oxford: Oxford
structure that is commonly found in narrative University Press.
genres. However, my photos worked as a
helpful scaffold similar to the way a story
wheel works as a scaffold for students. Lottie Baker, EdD, is a Regional English Language
Officer based in Washington, D.C. She has experience
This anecdote is a good reminder of how teaching English at all levels and has trained teachers
much we are asking of our students when we in the United States and internationally. Her research
request for them to “tell what happened” in a interests are content-based instruction, teacher
book. For our students, not only are we asking education, and teaching young learners. Lottie began
them to retell a story, but we are also asking her career as an elementary school teacher.

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