All the most important things about the types of retelling and ways to teach retelling. How to teach a child to retell a text? All the most important things about types of retelling and ways to teach retelling How to teach a child to retell stories

Larisa Kravchenko
How to teach a child to retell and compose a coherent story

HOW TEACHING A PRESCHOOL CHILDREN TO RELL, COMPLETE A CONNECTED STORY, AND EXPAND YOUR VOCABULARY CHILD.

Children speak the same language as those around them. If you think about how we communicate with each other, then it is sad to note that in everyday speech we use a minimum vocabulary so that others can understand you. “Please give me a plate. Are you going for a walk? Adverbs and adjectives are inserted if necessary, comparative phrases are extremely rare. Our speech is objective and unified. Therefore, in order to develop connected speech in a child, you need to color your speech with figurative phrases, using all the diversity of the Russian language. Start monitoring your speech, the main principle is to enrich your speech with comparative phrases and adjectives, use complex sentences and expanded statements, speak vividly and figuratively.

It might be difficult: “Please give me the red plate with a white rim that is on the bottom shelf in the kitchen cabinet.” “The weather is beautiful today! The sun is shining brightly, not a cloud in the sky. When we go for a walk in the park, what toys will we take with us? Maybe we can invite someone for a walk?” To such a question child, you must admit, he will no longer be able to answer in monosyllables "Not really".

This requires attention and time. You will get tired of speaking in extended sentences, you will get tired of choosing adjectives and figurative comparisons, but gradually this will develop into a habit. Try and other family members switch This one is painted - a detailed way of communication.

Where to start developing speech?

Developing coherent speech in a child, important teach your baby to retell short tales and stories. He retells familiar fairy tales with a simple plot ("Turnip", "Kolobok", "Chicken Ryaba"). At the same time, the ability to listen to a fairy tale, answer questions from adults, and include story adult individual words and sentences, as if helping him. This is how the baby becomes independent story literary work.

Child in the fourth year of life, remembers texts almost word for word folk tales, learns the sequence of actions.

If the child has no experience of retelling, you can return to fairy tales and stories that the baby knows well. Mom starts tell, having started a sentence, falls silent, suggesting to kid, finish the sentence. “Once upon a time there was a grandfather and...” - “Baba” - “I was with them.” - “Chicken Ryaba.” Then you can proceed to paraphrase on questions: "Who did the bun meet?" - “Bunny” - “What song did he sing to him?”

After consolidating this skill, the baby begins the story himself, and the mother picks up. Gradually the child will be able to retell the story in its entirety.

To memorize the plot for children younger age theatricalization with the help of toys or finger puppets helps. You lose a fairy tale for the baby, ask him to be an actor and before you will act out the same fairy tale, with all the characters voicing.

try phrase: « Retell what you heard, read" replace with a game. Invite your child to play with the radio. He will be an announcer performing a radio play. In the evening you put him to bed and told a fairy tale, and he, in turn, puts his toys to bed and, just like you, treats them to a fairy tale story.

Retelling from the picture, How write a story description.

The children's books are well designed and every illustration is a conversation starter. “Is this how you imagined the main character? Do you think the artist painted this time of year correctly? What moment of the fairy tale is illustrated? What events happened next? From one illustration you can come up with dozens of questions. You can invite your child to illustrate the text he has read himself and then discuss it "picture to text".

Beginning with preschool age, children make up a story- description of a wide variety of objects and phenomena. These could be descriptions of a cat, autumn, or even a chair. Helping make a story like this for a child,remember the following points:

1. Start story need to indicate the topic. One sentence, like "I I'll tell you about the Siamese cat» will be quite enough.

2. Direct description includes mention of 4-5 main characteristics of the item (phenomena). For example, when describing a cat, tell me, how does she look (color, coat). Where does it live, what does it eat, what benefits does it bring to a person? Can tell about the cat's habits. When describing inanimate objects it is necessary talk about it, why is this item needed? How can it be used? What material is it made of? From what parts? consists of?

3. Story should end with a summary, one or two sentences.

Plot stories - describing toys

Kids love it very much look at toys. This is what prompts them to speak out more than anything else.

First the adult suggests child carefully examine the toy. The first questions are aimed at characteristics appearance subject (shape, color, size). Older children (fifth year of life) You can suggest comparing two toys. An adult teaches children, for example, to describe and compare dolls, naming their most characteristic features, and makes sure that children speak in complete sentences.

Before comparing, the baby will have to carefully look at both dolls: how they are dressed, what kind of hair they have, eyes, and then note how they are similar and how they differ.

The child mastered the description of individual toys - move on to writing short narrative stories. Offer him some toys allowing you to outline a simple storyline: girl, basket, fungus; girl, Christmas tree, hedgehog, etc. Let the child will think, what could have happened to the girl in the forest, who she met, what she brought home in a basket. An adult can come up with his own example story and then offer the child can make up his own story. And it doesn't matter if child at first it will simply repeat after you your story - he is practicing storytelling. Gradually lead children away from imitation, offer to come up with their own story.

Story about the event

Children of the fifth year of life can already tell about some events from personal experience. Adult encourages remember the child how we went to visit, to the park, to christmas tree what he saw interesting on a walk in the forest.

In front of the childthe task is clearly stated: "Tell what you saw at the festival." You can use a sample here: "First listen to what I saw at the festival, and then you will tell". Story an adult should be close childhood experience, clearly constructed, have a clear end; language story must be alive and emotional.

Gradually, children wean themselves from copying a model and approach independent creative work. storytelling, training for which begins after 5 years.

Child begins to become more and more vivid and imaginative talk about events happened to him, he will be able to clearly and clearly formulate his emotions. By expanding his vocabulary, the baby will easily find words to describe emotions and feelings.

Any story about the event that occurred is based on two important aspects. First, our attention is selective and second, everyone has their own life values. So when your a child comes from visiting, don't expect details from him retelling: “Who was there, what did they eat, who gave what?”.In response you will hear: “What kind of car did Petya have, and what kind of candy wrappers did Nastya have?”. For toys are important for a child, but not “how many types of sausage were on the table”. The baby lives in "your values" and in your own rhythm, “he looked here, ran there, grabbed the pie” and therefore from him a detailed report, “what happened first, what came next and who did what”, do not wait. But if you baby there is an established base for retelling works of art, then at your request: “I wasn’t visiting your friend, tell me, please, so that I can imagine how everything was there,” you will get a fairly intelligible story.

Reading plays a huge role in vocabulary development baby. Analyze what literature you read to your child and what he reads himself. Try move from books, where the plot is actively developing, there is a lot of action and built-in dialogues, based on descriptive literature. This stories and tales about nature, about animals, about travel. Turn to the books of our timeless classics, and after a short period of time you will feel the beauty and richness of the Russian language, its melody.

If there are unfamiliar words and concepts in the text, explain them to your child and give examples in which cases they are used. Let child he himself will compose sentences using new words and concepts.

Discussing what we read

If you used to read to your baby for about thirty minutes and then close the book, now change the reading process. Fifteen minutes - read, fifteen minutes - talk about what you read. The level of discussion depends on intellectual development baby. If small then the questions are the simplest: "About what told in a fairy tale? What did the bunny do? Where did the little bear run? To kidolder and more mature questions: “Did the boy do the right thing? What do you think could happen next? What would you do if you were a hero?”

Mom not only directs the conversation by asking questions, but builds a dialogue. Expresses his opinion, sometimes it is deliberate "wrong" to the child may have noticed the mistake, wrong thought and correct mom. The adult forces the child to express his opinion and talk about what "Not written" in the book.

As she reads, mom pays attention to what she liked or was struck by. This could be a beautiful comparative phrase, a bright colorful description of an object, or a brave act of a hero. “I would probably be scared, but you could cross the raging river? Reading is a dialogue between a book and child. A book is a non-passive object; read and put on a shelf is a reason to talk, discuss, reflect.

Reading good literature, you will enjoy yourself, and your enjoyment of reading will be passed on to the child.

Retelling content in your own words

A common task in class is retelling read in your own words. The child often gets scared, and directs all his attention to remembering the text, considering the more accurate it is to the original will tell, those "more correct" he will complete the task. And forgetting the author's text, he "stalled" and falls silent. This problem can be solved by teaching a child read or listen to the text carefully, and then "to come in" into what you read, see the content with your own eyes, become a character for a while and retell that what surrounds him, what he sees.

Often child does not understand the meaning and content of the text, therefore cannot correctly retell. First, the material being studied must be analyzed in detail, understanding the meaning of each word and concept, and finding synonyms for new terms that are already familiar to kid. If he later forgets a word that is new to him, he can replace it with another one that is similar in meaning. Before each retelling, review, "chew" text is the key to literate retelling.

Games to expand your vocabulary baby

These word games do not take extra time; you can play them on the way to kindergarten, in line, or while walking. As soon as you noticed that the baby's attention became switch on foreign objects, the game ends.

1. "Guide". While walking, mom closes her eyes and the child describes to her what surrounds them.

2. "Object description." The child is asked to describe the object using as many non-repetitive words as possible.

When you're together as a child looking at an object,ask him a variety of questions: "What size is it? What color? What is it made of? What is it needed for?" You can just ask: "What is he like?" This way you encourage them to name a variety of characteristics of objects and help develop coherent speech.

3. "Who has the last word" Take turns describing the object; whoever has the last word wins.

4 "Looking for details". Can be entered into the dictionary baby names of not only objects, but also their parts and components. “Here’s a car, what does he have?” - “Steering wheel, seats, doors, wheels, motor.” - “What does a tree have?” - "Root, trunk, branches, leaves."

5. “We describe the properties of objects.” The names of the properties of objects are also reinforced in word games.

Ask baby: "What is tall?" - “A house, a tree, a person.” - “What is higher - a tree or a person? Can a person be taller than a tree? When?” Or: "What is wide?" - “River, street, ribbon.” - “What is wider - a stream or a river?” This is how children learn to compare, generalize, and begin to understand the meaning of abstract words “height”, “width”, etc. You can use other questions for the game, which help to master the properties of objects: what is white? Fluffy? Cold? Hard? Smooth? Round?.

6. “We’re making up a story.” Mom starts tell a story when she pauses, child inserts the correct word.

7. "What could it be?" The adult names the adjective, and the child names the nouns. For example, "Black". What could be black? The child lists: earth, wood, briefcase, paints. Then the game is reversed. The object is named and adjectives are selected for it. “Which ball?” Round, rubber, red-blue, new, large.

8. "Become a writer." 5-7 words are suggested and from them you need make up a story. If it’s difficult for the baby "from hearing" remember the words, then you can offer pictures. At first it could be a set like this: skis, boy, snowman, dog, Christmas tree. Then the task gets more difficult: bear, rocket, door, flower, rainbow.

9. "Find a repeat." The mother utters a stylistically incorrect phrase, and the baby tries to find the tautology and correct it. For example, “Dad added salt to the soup. Masha put clothes on the doll".

10. "A game of antonyms, words of opposite meaning" An adult says a word child chooses the word antipode. “Hot-cold, winter-summer, big-small”.

11. "Synonym Game" For example, a synonym for the word "stick"- cane, stick, crutch, staff.

12. Game "Add a word".Target: select verbs that indicate the end of an action. The adult names the beginning of the action, and child- its continuation and ending:

Olya woke up and... (started to wash).

Kolya got dressed and... (ran for a walk).

He's cold and... (went home).

They began to play. (with a bunny).

The bunny got scared and... (ran, hid)

The girl was offended and... (she left and cried).

13. “What did you see?” note baby to the passing clouds. What do air-sky ships resemble? What does this tree crown look like? And these mountains? And what animal is this person associated with?

14. "Travel agency." Every day you are with child going along the usual route - for a walk, to the store or kindergarten. What if you try to diversify your everyday life? Imagine that you are leaving for an amusing trip. Discuss with your child what type of transport you will use, what you need to take with you, what dangers you will encounter along the way, what sights you will see. When traveling, share your impressions.

15. "Always at hand." All parents are familiar with situations when baby it is difficult to occupy yourself with something, for example, a long wait in line or a tiring journey in transport. In such cases, all that is needed is for mom to have a couple of markers in her purse or at least just a pen. Draw faces on your baby's fingers: one is smiling, the other is sad, the third is surprised. Let there be two characters on one hand, and, say, three on the other. The kid can give the characters names, introduce them to each other, sing a song or act out a scene with them.

16. "Logical chain." From randomly selected cards laid out in a line you need make up a related story. Then the task becomes more difficult. Cards turn over, and the baby remembers the sequential chain of laid out pictures and names them in the order in which they lay. The number of cards used in the game depends on the age baby The older you are, the more pictures you have. Despite the apparent complexity of the game, children enjoy this type of entertainment. They begin to compete to see who can remember the most pictures.

17. Stories from life. Children enjoy listening stories about that, what happened when they were very small or when they were not in the world at all. Can tell these stories in the evening before bedtime, or maybe in the kitchen, when your hands are busy and your thoughts are free. About what tell? For example, how the baby kicked his legs in your stomach when he was not yet born. Or how you learned to ride a bike. Or how dad flew on an airplane for the first time. Some stories you'll have to tell it more than once. Ask other family members to join the game.

18. My report. Are you with child We went on some trip just the two of us, without other family members. Offer him draw up report about your trip. Use photographs or videos as illustrations. Give to kid the opportunity to choose what tell, without leading questions. And you observe what exactly was deposited in his memory, what turned out to be interesting and important for him. If he starts fantasizing, don't stop. The baby’s speech develops regardless of what events - real or fictitious - are reproduced to him.

19. How did it end? One of the ways to develop liaison speech can be watching cartoons. Start watching an interesting cartoon with your child, and at the most exciting point, “remember” an urgent matter that you must do right now, but ask baby tell you later what will happen next in the cartoon and how it will end. Don't forget to thank your narrator!

When your baby grows up and goes to school, he will need to learn to read well and correctly retell what he read. This task can and should be made easier for the child. How? Start developing retelling skills as early as the preschool years.

Why is it important to teach your child correct retelling?

First of all, it is important to understand that good memory does not yet guarantee the child’s ability to successfully cope with a retelling of a text he has heard or read independently. What is required from the child is not verbatim reproduction, as when learning by heart, but a meaningful, independent story, a creative interpretation of the author’s narrative. Of course, in this case it is necessary to follow the plot, correctly name and describe the main characters, and not get confused in the sequence and motives of their actions.

Agree, in order to get acquainted with the text, understand it and be able, without departing from the essence of the story, to talk about what you read/heard in your own words, memory alone is not enough.

• Attention;
• logics;
• abstract thinking;
• ability to analyze and draw correct conclusions, -

all important components of intelligence are involved, which means that a child’s ability to retell a lot can be said about the level of his intellectual development.

You can read more about the benefits of retelling for preschool children in the article “”.

Well, now, having figured out WHY to teach a child to retell, let’s figure out HOW to do it really effectively.

Mastering retelling before the child masters coherent speech is a pointless exercise. If the baby still clumsily assembles individual words into complete sentences, if his vocabulary is poor and monotonous, focus on speech development, offering the toddler according to age and skills. But if the baby does not pronounce all sounds clearly, but at the same time speaks a lot and to the point, retelling will help you automate naughty consonants, with which friendship among preschoolers often does not happen immediately and easily.

Carefully select the first texts to retell with preschoolers, focusing on the list of requirements:

• Small volume. You can start with three simple proposals, gradually increasing their number and size.
• The language of presentation corresponds to the age of the child. The presence of new words is allowed and even encouraged, but in limited quantities and with a mandatory clear explanation at the stage of discussion of the text for retelling.
• Fascinating story. The text should captivate the child - then involuntary attention and memory are actively involved in the process.
• There is a clear sequence of actions. In the first texts for retelling, it is important that the child sees the chronology of events.
• Availability of illustrations. The pictures accompanying the story serve as a kind of “beacons” that will help the child recall the text from memory.

Before reading the text, explain to your child what task he has to complete. Tell us what it means to “retell in your own words.” As an example, you can present your child’s favorite fairy tale. It is important to emphasize that now the little one is required to calmly and carefully listen to what you read to him. Read expressively, slowly, but without stopping to explain certain points. Using intonation, emphasize places containing “beacons” - phrases or individual words that you need to pay special attention to.

Tip 4. Parsing the text is an important stage in a successful retelling

After the first reading, it is important to carefully analyze the text, make sure that its meaning is clear to the child, and explain incomprehensible plot lines or individual words that are difficult for the child. Look at and discuss the pictures. Ask questions that will help you find out what your child has learned from what he read, what he remembers, and where he gets confused.

The main questions are as follows:

• What is he doing?
• When?
• Why?

If necessary, read again those points that require clarification. At this stage, older children can and should be asked not only simple questions, the direct answers to which are contained in the narrative, but also those that will require the child to make an effort of thought, analyze the actions of the characters, and search for their motives.

After all the questions have been answered, read the text again. Now read without focusing on the “beacons”. Smooth, but expressive.

Perhaps the child will not be able to retell it correctly right away. Your job is to guide and help him master this important skill, but not to do all the work for him. Retell it together with your child, supplementing and clarifying his answers, and then ask him to retell the entire text on his own. But don't rush the little one. Give him enough time to organize his thoughts and collect them into a clear, competent, lexically and chronologically consistent narrative. And, without a doubt, your work and patience will be rewarded!

Let's summarize:

1. Retelling is an important skill that develops a child’s intelligence. It teaches the child to listen carefully or read the text, teaches him to think, analyze and draw conclusions, highlight the main thing and clearly express his thoughts through oral speech.
2. It is important to choose the texts correctly, following the principle “from simple to complex.” Let the first text for retelling contain only three sentences. When your child copes with this task perfectly, choose more complex stories. But don't force things.
3. It is not enough to read the text to retell it. It is necessary to have a conversation based on what you have read. It is this stage that lays in the preschooler the skills to analyze the information received, which, in turn, is the key to success in the upcoming school life.

Friends, engage in the development of your child with benefit and pleasure. May your parenting be happy. See you again!

In this article we have prepared a selection of techniques for you. effective learning to retell the text.

You will learn:

The “Gabmurger” technique and how it can be used to teach a child to highlight the main idea in a text

The “Fish” technique with which you can easily prepare a retelling of the text

The “Spider Cards” technique, which will help you understand the material you read

“Wand” technique for retelling and working with literary text

These materials will make working with the text of the textbook not only interesting and exciting, but also as useful as possible for the development of thinking in children.

You can also download them to your computer to immediately try them out.

[Hamburger Effective Teaching Technique]

Textbook text is like a hamburger: they both have multiple layers.

Only in a hamburger there is a cutlet and cheese, and in the text there is an introduction, the main idea, details, a climax, and a conclusion.

Use this graphic organizer to help your child construct a retelling of a text.

1. For the top layer, write a main idea that represents the main idea.

2. Fill the middle layers with supporting parts.

3. The bottom layer holds it all together with the final output.

Example of using "Hamburger"

[Fish Effective Teaching Technique]

To make oral subjects easier to prepare, use fish.

To do this, draw the head and skeleton of the fish.
And along the skeleton write down the answers to the questions asked at the end of the paragraph.
You can write a short answer, 1-2 keywords.

Such fish can be placed on the desk, and during the oral response of a paragraph or completion written work one glance will be enough to remember the textbook material.

This simple technique allows you to spend less effort and remember the material better.

You can make a lot of fish and put them in a folder.

This will simplify the process of preparing for quarterly and final tests.

[Spider Cards Effective Teaching Technique]

Use the map to organize your thoughts and make the textbook text easier to understand and retell.

The spider map will help you do this.

1. Write the title of the paragraph in the center.

2. In each cell of the web, write in detail the arguments and main facts that were listed in the text.

Example of using "spider"

[How to retell a literary text? Six Question Technique]

To retell a literary text, you can prepare a plan for your child consisting of six questions

This technique will help your child think about the different elements of a story.

Cut out the questions and glue each one to a stick (or tube).

As you read together, stop periodically and pass the stick to your child to use as a prompt.

You can also simply print out the questions and stick them with tape on the cover of the textbook.

When answering questions, the child will successfully retell what he read about.

1. Who is this text talking about? Is this a story or a fairy tale?
2. Where did it all start?
3. What happened next?
4. How did it end?
5. Good heroes? Why are they good?
6. Bad heroes? Why are they bad?
7. What difficulties are there in history? How were they solved?

When answering questions, the child systematizes what he read.

You can download all four helpers right now so you can print them out and start using them right away.

To do this, enter the e-mail to which to send the documents:

The methods described above are an excerpt from Renata Kirilina’s book “How to teach a child to retell a text”

The book contains effective ways teaching a child to retell fiction and educational literature. What makes the book unique are the simulators included in the publication, as well as “helpers” that each reader can download to use with children to prepare a retelling. A book for parents of schoolchildren and teachers.

Even more teaching tools and techniques that will simplify the teacher’s work will be discussed within

Planned programs 2019/2020 school year SHEP (School of Effective Teachers):

1. Techniques for Effective Mathematics Teaching
2. Feasibility Study for English Teachers
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5. How to properly and effectively prepare students for the OGE
6. How to properly and effectively prepare students for the Unified State Exam
7. Corrective pedagogy from A to Z
8. Dyslexia from A to Z. How to teach a child with dyslexia
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13. Effective teaching techniques for teachers. Review of the best tools
14. Rich teacher. How can a teacher increase his income?
15. Training. We are preparing a teacher to receive a category
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17. Internal energy and resources of the teacher. How to force yourself to force yourself
18. Student motivation. What a good teacher needs to know
19. Techniques for involving students in the lesson
20. Algorithms for preparing children for independent work and tests
21. How to resolve conflicts at school (conflicts between children, conflicts with parents)
22. Effective parent meetings from A to Z
23. Gamification in learning. Types and forms of games for inclusion in the educational process
24. Public lesson. Algorithm for preparing and finding ideas for a lesson
25. Career guidance. How to help a student choose a profession.
26. Bullying at school. How to avoid it in the classroom. Algorithms for the class teacher
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The list will expand during the work of the ShEP and as requests appear from our chat “Super Teacher”

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How to teach a child to retell texts? My daughter is in the fifth grade, she is already 11 years old, but she does not know how to retell paragraphs of the textbook. History, geography, and literature often require answers orally. And every time it’s a failure! She could memorize a paragraph, but then she won't do anything else that day. How can I help her?

The retelling problem is a fairly common problem associated with school learning. Memorizing the text by heart is the most losing option, which you need to immediately forget about. In order to help your daughter learn to retell texts, you need to understand what exactly causes her such difficulties. If the problem is related to understanding the text, then you can read the paragraphs with her, discuss what you read, ask your daughter questions for understanding, explain something that she did not understand. If the main difficulty is caused by a limited vocabulary and the girl simply cannot find the right words to express her thoughts, you need to read more with the girl in order to replenish the vocabulary.

There is also a possibility that difficulties with retelling are associated with unformed higher mental functions, for example, with memory problems, a child, of course, will not be able to retell the text, since he simply will not be able to remember all the information contained in it. In order to find out whether the child’s psyche is developing according to age norms, contact a child psychologist for an in-person consultation.

Another reason why a daughter cannot cope with a retelling may be embarrassment or fear of speaking in front of an audience. If a girl can retell a text for mom and dad at home, but at school all her knowledge seems to disappear, it’s worth paying attention to the girl’s individual personality traits and the general situation in the class. It is possible that the girl does not have good relationships with classmates or teachers, and that is why she cannot retell the text.

Situation: Child 3, 4, 5, 6 years old. He loves children's books very much and enjoys reading them with his mother or grandmother. He remembers poems and can repeat word for word, but fairy tales can't retell. And it's the same with cinema. What's the matter: either he listens and looks inattentively, or he simply does not have a “sense of storytelling.”

Reasons why a child does not retell the text?

Such cases, as described above, were called by A. S. Makarenko “hypertrophy of syllogism.” What does it mean? Let's say some pedagogical tool is useful and good. And so, firmly remembering this, they begin to use it at every step, countless times. But any tool becomes dull from too frequent use, any medicine ceases to work if it is prescribed endlessly.

Oral retelling of what was read- only one of the techniques for developing speech, and you cannot use it all the time.

When a child listens to poetry, the rhythm and rhymes captivate him, just as we are captivated by a favorite song, he wants to repeat them in different modes, revel in the music of the verse, move to the beat of the meter of the verse (this is beautifully written in the famous book by K. I. Chukovsky “From Two until five"). Prose is another matter: here the child follows the development of events, worries about “what will happen next,” and then has difficulty remembering where it started and how it happened: he needs a fair amount of effort to translate the images of the fairy tale back into words and phrases.

If at the same time he managed to learn (and an adult showed him with his behavior, voice, sometimes even with his gaze) that he is being forced to tell a fairy tale “for fun” again, without interest in his story, then he will naturally become disgusted with it. After all, you yourself just listened to this fairy tale or even read it, why should he repeat it again? He could also retell the story to one of the children in the yard (after all, the storyteller needs to be listened to with interest and sympathy, and not for “testing”), but retelling it to mom for the umpteenth time, of course, is sickening, it’s better not to listen to anything at all and don't look, and then don't retell.

It is also possible that the child really does not have a “sense of storytelling,” that is, he does not like to share what he has read and seen with others, and does not find pleasure in other people’s attention and interest. However, most likely the point is that he is not tactfully asked to retell it.

Tricky tricks on how to teach a child to retell?

• Obviously to teach a child to retell, it is useful to continue reading and showing your baby books and films, since he likes them. But the retelling is not always required, but less often.
• The most important thing is to try to force the child to talk about what he has seen and read, as if by chance, in passing, not right away.
• Pretend that you forgot what you read; joke that your son has already forgotten what picture he saw in the morning (when he remembers the name, joke that he forgot something else, etc.);
• Try to start retelling the contents of the book to someone else in front of your child, and at the same time make mistakes: will the little storyteller correct you or not?
• Take the opportunity more often so that the story about what you read is addressed not to you, but to a guest or relative.
• Always be keenly interested in the retelling, support the little storyteller with forward questions, enter into an argument with him (“no, it wasn’t like that, in my opinion”), and then turn to the book and admit that you were wrong.
• In a word, learn to have a conversation about what you read (by the way, this is sometimes more difficult for adults to tell than for children).
• And remember: no dry tone, no orders or corrections from above, but more humor, affection, encouragement, encouragement, more variety in approaches and techniques.