Do your students suffer from 'bouncing brain' syndrome when retelling a non-fiction text? This year, I discovered that SO many of my students struggle with retelling informational texts using any kind of sequence and order. During my winter assessments, students would just recall and retell facts in whatever order that popped into their heads, with no regard to chapters, sections, or text structure. I wanted to cry. So, what's the cure? How can we get those brains to stop bouncing? No Bouncing Brains Allowed! To kick-off my retelling unit, I put up a 'No Bouncing Brains!' poster in my classroom
