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ABSTRACT
As students reach upper primary there is greater need for them to effectively comprehend
texts and to develop skills that will be used in further education.
The following hypothesis was investigated:
Explicit teaching of paraphrasing improves comprehension when reading texts.
This research study was designed to enhance the reading comprehension of Year 5 students
through teaching of the paraphrasing strategy. Four students of like abilities were chosen
from the Year 5 class for this study. In the control group there were another 4 students of
similar abilities.
The reading intervention program consisted of 10 paraphrasing lessons of 30 to 40 min each
taught over a 2 week period. Students worked in groups, pairs and then individually. The
students moved from paraphrasing individual words to paraphrasing sentences and then
paraphrasing paragraphs.
Post testing showed an increase in only half of the students’ comprehension. When tested
for paraphrasing skills all but one student made progress. Therefore the explicit teaching of
paraphrasing demonstrated improvement in some students’ comprehension skills. To
further assist students to improve in their comprehension ability further teaching and
practice of this strategy would be of benefit.
INTRODUCTION
Students who are competent text decoders are not always competent at comprehending
what they have read. Often these students cannot recall in detail what they have read
leaving out important facts and details relevant to the meaning of the text.
In order to enable students to comprehend texts Sorrell (1996) suggests that it is necessary
to teach them strategies to use while reading. Sorrell states “reading is the art of searching
for and understanding the meaning of the written word” (Bender, 1996 cited Sorrell 1996).
Research has shown that teaching comprehension strategies will improve the reading
comprehension of all readers. In his research Sorrell (1996) has shown that teaching
strategies to students with learning disabilities could increase their comprehension ability.
He talks about the need to teach before, during and after reading strategies to assist with
the students with obtaining meaning from the text. He suggests using the paraphrasing RAP
strategy, developed by Schumaker, Denton and Deshler (1984) as an after reading strategy,
to help students recall the facts they have read. In this strategy students are taught an
acronym, RAP, to help them remember the comprehension strategy;
Read the text.
Ask yourself questions about the main ideas and details
Put the ideas into your own words and try to change as many words as you can.
Studies completed by Fisk and Hurst (2003) indicate the paraphrasing strategy is meant to
be a genuine retelling of the text in the students own words ensuring that the main ideas
and tone of the text are held intact.
They state “one of the reasons that paraphrasing for comprehension works so well is
because it integrates all modes of communication – reading, writing, listening and speaking
– which leads to deeper understanding of the text. “ (Fisk and Hurst 2003)
Studies completed by Fisk and Hurst (2003) indicate the paraphrasing strategy is meant to
be a genuine retelling of the text in the students own words ensuring that the main ideas
and tone of the text are held intact.
They suggest the use of a similar process to that developed by (Schumaker, Denton and
Deshler) (1984), which includes four steps;
1. Initial reading and discussion
2. Second reading with note taking
3. Written paraphrase
4. Sharing paraphrases
John Munro (2008) has identified paraphrasing as a useful strategy for students with reading
difficulties. When referring to his Multiple Levels of Text Processing (MLOTP) model, reading
develops through various stages and it is clear that the paraphrasing strategy can be used
throughout these levels. Students can begin to paraphrase individual words, sentences and
then paragraphs. Munro (2006) has developed a paraphrasing teaching sequence beginning
by paraphrasing as a whole class, then in groups and then individually. This approach has
been used for this study.
As Katims and Harris (1997) found that teaching reading strategies in an inclusive classroom
was effective, the following study will follow their lead as it too will investigate the effect of
teaching the paraphrasing strategy to students at risk within a whole class setting. There will
be a focus on synonyms which will aim to further assist students with paraphrasing. This will
enable students to develop skills to identify important texts within a text.
The present investigation aims to examine the effects of teaching a sequential set of
paraphrasing lessons to a group of year 5 students. Throughout these lessons students will
focus on the use of synonyms to assist them with the paraphrasing strategy. These
paraphrasing lessons will assist the students with developing their understanding of the
meaning of the text and with attention to detail. The hypothesis is the explicit teaching of
paraphrasing improves comprehension when reading texts.
METHOD
Design
This study used a case study OXO design in which the gain in paraphrasing and reading
comprehension following the teaching of the paraphrasing strategy was monitored for Year
5 students who have like reading abilities.
Participants
The 8 participants were selected from a Year 5 class. All participants attend a Catholic co
educational primary school. They were all chosen from the same grade, with 4 students in
intervention group and 4 students in the control group. Each group was selected, on the
basis of their Pat R comprehension test results which took place as part of the screening at
the beginning of the year. This test required students to answer multiple choice questions
after reading a number of texts. Eight students with the lowest score were chosen and then
divided into 2 groups of even spread, one being the intervention group and the other the
control group.
In the teaching group student number 1 is fairly new to the school, commencing October
2008. Student number 1 came from Year 5 at the previous school to complete term 4 in Year
4 due to learning issues. This has caused a huge impact for her both academically and
socially.
Student number 4 and number 7 both are funded under LNSLN provided from the Catholic
Education Office. Student 4 is funded under the heading of Chronic Health. Chronic Health
problems have greatly impacted Student 4’s learning due to absences of school and the
nature of the illness. Student 7 is funded for an intellectual disability. This disability, as well
as coming from a family of 11 siblings and a low socio- economic environment has greatly
impacted learning capacity. Both of these students have been on reading recovery as well as
the Erik program following the phonological stream.
Students 3, 5, 6 and 8 all have English as their second language.
Below is a data set of the students involved in the study.
Name T/C
Group
Age in
yr/m
Gender ESL LNSLN Earlier
Intervention
Strategies
Pre Pat
R Scale
Score
Pre Pat
R
Stanine
Score
Pre
Synonyms
Test
Pre
Paraphrasing
Test
Student
1 T 11y5m F 38
3
56 11
Student
2 T 10y0m F 44.4
4
58 15
Student
3 T 10y9m F YES 41.2
3
56 19
Student
4 T 10y7m F YES
Reading
Recovery,
ERIK
47.9 5 28 14
Student
5 C 10y6m M YES 44.4
4
75 21
Student
6 C 9y10m F YES 49.8
5
64 23
Student
7 C 11y5m M YES
Reading
Recovery,
ERIK
39.6 3 6 14
Student
8 C 10y2m F YES 53.7
5
58 14
T- Teaching Group C- Control Group
Materials
• The Progressive Achievement Tests in Reading – Third Edition (Pat –R):
Comprehension, test Form 1 (Australian Council for Educational Research, 2001)
were used to asses reading comprehension ability. This task involves independently
reading 8 prose passages and answering the comprehension questions, in multiple
choice formats. This test measures literal and inferential comprehension and takes
up to 40 min to complete.
• Synonyms Test. Developed by Munro (2005)
• Paraphrasing Task. Developed by Munro (2005) was used as a measure of
paraphrasing ability. This task involves being given 16 sentences that students read
to themselves and then write down another sentence (with as many words changed
as possible) that conveys the same meaning.
• Paraphrasing Lessons – 10 sequential lessons
• Text “Once” Morris Gleitzman
• Highlighters
• Student workbooks
Procedure
In pretesting for this study students were assessed using
• Pat R - Progressive Achievement Tests in Reading: Comprehension.
• Synonyms Test – John Munro
• Paraphrasing Test – John Munro
The paraphrasing lessons were conducted within the literacy block over a two week period.
The four students were withdrawn from the class and taught the paraphrasing lessons in a
quiet focused learning environment. Each lesson took approximately 30 to 40min to teach.
The text used for each lesson was ‘Once’ by Morris Gleitzman. This text was chosen as it
was the text all Year 5 students were going to work on in their Literature Circles during Term
3. Students were each given a copy of the text to work with.
The teaching procedure was taken from John Munro’s (2005) Comprehension Paraphrasing
Strategy with an emphasis on teaching students to identify synonyms for key content words.
(Appendix 1). During each session students reflected on the text from the previous lesson
then paraphrased sentences from that text. Students were constantly reminded of the
steps involved in how to paraphrase.
Read a sentence
Change as many words as you can while keeping the meaning the same
Say the sentence again in your own words
At the beginning of each session Students were given a copy of the next page of the text, to
identify key words and to brainstorm new synonyms for these. Students used the synonyms
to assist with paraphrasing the new passages from the text. Students were encouraged to
use a thesaurus to assist them in identifying synonyms which they could use when they
paraphrase. Towards the end of the sessions the students were asked not to use the
thesaurus but to independently change the synonyms then paraphrase the sentences.
After the ten lessons were taught the students in the teaching and the control group were
reassessed using the same pre –assessment materials.
RESULTS
Results indicate support for the hypothesis that explicit teaching of paraphrasing improves
comprehension when reading texts. The post comprehension scores of the 4 students
(Figure 1) in the intervention group have all not shown an increase in their scores, however,
there is evidence that all 4 students have shown growth in all other areas that were tested,
the paraphrasing and the synonyms test. (Table 1) As can be seen in Figure 4, on average
the post results from the controlled group and the teaching group have all stayed the same.
Table 1 Student Teaching/
Control
Group
Pre
Pat R
Percentile
Rank
Post
Pat R
Percentile
Rank
Pre
Paraphrasing
Score
Post
Paraphrasing
Score
Pre Synonyms
test
Post
Synonyms
test
1 TG 15 8 11
34%
5
16%
56,
64%
58
67%
2 TG 30 47 15
47%
25
78%
58
67%
74
85%
3 TG 22 30 19
59%
28
88%
56
64%
54
62%
4 TG 41 30 14
44%
19
59%
28
32%
42
48%
5 CG 30 26 21
72%
23
66%
75
86%
66
76%
6 CG 47 30 23
75%
24
72%
64
74%
74
85%
7 CG 19 22 14 14 6 14
44% 44% 7% 16%
8 CG 59 79 14
44%
22
69%
58
67%
82
94%
Student 1 has not shown gains in the Post Pat Reading comprehension score and has
actually dropped from a percentile rank of 15 to 8. (Figure 1) Student 1 has also dropped in
the paraphrasing score from a pre test score of 34% to a post test score of 16%. (Figure 2)
Student 1 did however make a 3% gain in the synonym test result. (Figure 3) These results
are quite indicative of the students learning issues and behaviours. Throughout the lessons
Student 1 was often unorganised and forgetful (glasses) causing a disruption to the settling
in time of the beginning of the lesson. This disruption and lack of settling in time caused this
student to tune out and lose valuable learning time.
Student 2 has made significant progress in Pat Reading comprehension, a percentile ranking
of 30 to 47. (Figure 1) Student 2 has also demonstrated an improvement in the
paraphrasing scores a jump from 47% to 78%. (Figure 2) This increase of 31% can be
supported by the increase shown in the synonym results up by 18% as can be seen in the
results for synonyms. (Figure 3.)
Figure 1
0
5
1015
202530
35
4045
50
Percentile Rank
Student 1 Student 2 Student3 Student 4
Students
Pat Reading Comprehension
pre
post
Student 3 has shown an improvement in the percentile ranking from 22 to 30 in the Pat
Reading Comprehension post testing. (Figure 1) Student 3 has also significantly improved in
the post paraphrasing scores from 59% to 88%. (Figure 2) This increase of 29% in the
paraphrasing scores has enabled the Student to perform better in the post Pat Reading
Comprehension. Student 3 did not perform as well in the synonym test a drop by 2%.
(Figure 3) When using synonyms student 3 often changed the target word grammatically
and semantically, therefore finding it difficult to record the correct responses during a rest.
Student 4 did not improve in the post Pat Reading Comprehension Score and dropped from
a percentile ranking of 41 to 30. (Figure 1) Student 4 did however show an improvement in
the paraphrasing score from 44% to 59% up by 15%. Improvement was also evident in the
synonyms test, Student 4 gained 16% overall in the post test results. (Figure 3)
Figure 2
0
10
20
30
40
50
60
70
80
90
%
Student 1 Student 2 Student 3 Student 4
Students
Paraphrasing Scores
Pre
Post
Post test conditions were not all to the same standard as pre test conditions. Due to
availability of classrooms and teaching space the teaching and controlled groups of students
involved were cramped for space with some students sitting on the floor. This was not ideal.
For Students 1 and 4 in the teaching group this type of learning environment has affected
their comprehension results. (Figure 1) Both Students 1 and 4 need structured well
organised and quiet learning environments. Note Student 5 and 6 from the control group
had a drop in their percentile ranks in Pat Reading Comprehension, (Figure 1) but did show
gains in their paraphrasing and synonyms tests. (Figure 2 and 3)
Figure 3
0
10
20
30
40
50
60
70
80
90
%
Student 1 Student 2 Student 3 Student 4
Students
Synonym Scores
Pre
Post
Figure 4
Pat Reading Comprehension
22.5
23
23.5
24
24.5
25
25.5
26
26.5
Pre Post
Average %
Control Group
Teaching Group
DISCUSSION
In reflecting on the results of this study there is support for the hypothesis and the research,
which suggest that teaching students strategies to use when reading improves their
comprehension ability. Students demonstrated some gains in the reading comprehension
and improved in their paraphrasing and synonym abilities. The trends indicated are positive
however to bring about more of a significant change the intervention would need to take
place over an extended period of time.
The results provide support for Fisk and Hurst (2003), Katims and Harris (1997) who suggest
that the teaching of paraphrasing will improve students’ comprehension of text. As there
appeared to be an overall positive effect on student’s comprehension further study is
needed as mentioned by Lee and van Colln (2003). This would particularly benefit student 1
and 4.
Fisk and Hurst’s (2003) approach of hearing the text, reading it for themselves, rewriting it
in their own words and talking about the paraphrased text with peers worked well and
students began to know the process and by the last lesson were confident in being able to
do this independently.
Student’s attitudes changed towards paraphrasing as the lessons went along. In the
beginning the students were unsure and lacked the confidence to use the paraphrasing
strategy or to use synonyms in their work. The students become more confident in their
ability to complete the tasks which was evident in their work.
The text used for the sessions was chosen, as this was the text that all the Year 5 students
from the class would be reading in the future for their Literature Circles. The classroom
teacher chose the text. The text was too difficult for some students in the teaching group. A
simpler text would have given the students easier vocabulary that would be easier for the
students to understand and increase the possibilities for generating synonyms. The choice
of text has been an important factor throughout the research project.
In conclusion the explicit teaching of the paraphrasing strategy has been a valuable tool for
the students involved. It has improved the comprehension of some students but has given
all students the strategies to use to improve their paraphrasing abilities and synonym use.
REFERENCES
Fisk,C. & Hurst,B.(2003). Paraphrasing for Comprehension. The Reading Teacher, 57, 2, 182-
195
Katims,D.S & Harris,S.(1997) Improving the Reading Comprehension of Middle School
Students in Inclusive Classrooms. Journal of Adolescent and Adult Literacy, 41, 2
Lee, S.W.& Von Colln T. (2003). The Effect of Instruction in the Paraphrasing sSrategy on
Reading Fluency and Comprehension. University of Kansas, 18p.
Munro, J. (2005) Paraphrasing. University of Melbourne
Munro, J. (2008) Literacy Intervention Strategies – Course Notes. University of Melbourne.
Schumaker,J.B, Denton,P.H, & Deshler,D.D ( 1984). Learning Strategies curriculum: The
Paraphrasing Strategy. Lawrence; University of Kansas.
Sorrell, A.L. (1996) Triadic Approach to Reading Comprehension Strategy Instruction. 17p.
Paper presented at the Annual Conference of the Learning Disabilities Association of Texas
(32nd
, Austin TX, October 25, 1996).
RESOURCES
Gleitman, M. (2005) Once. Penguin Group ( Australia )
APPENDIX 1
Teaching Sequence Paraphrasing
Lesson 1
Activity Task Description
Introduce the
Paraphrasing
Strategy
We are going to learn something that you can do to help you read. It’s called paraphrasing.
To paraphrase you need to,
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Model the
Paraphrasing
strategy
Teacher reads the first paragraph twice to the students, then reads each sentence again (one
at a time). After the teacher reads a sentence, paraphrase it by changing as many words as
possible but still keeping the meaning the same. The teacher then asks individual students to
paraphrase it by changing more than one word in it. Record responses on the blackboard.
On blackboard write original sentences, teacher’s paraphrases, Students paraphrases.
Review Action
Revise what has been done. Read each sentence and the paraphrasing choices given.
Repeat this for the next paragraph, sentence by sentence. Teacher models paragraphs first,
then students responses.
Small Group
Work
Students in small groups can begin to write their own paraphrases of sentences in a
paragraph.
Review Action
Come together as a class. Revise what has been done. Read each sentence and the
paraphrasing choices given. Repeat this for other paragraphs, sentence by sentence.
Teacher always models paragraphs first, then students responses. Remind students to use
RAP.
Group Work
Get students to explain what paraphrasing is and what steps are needed to paraphrase a
text. Get students to write down what they do when they paraphrase.
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Lesson 2
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and
then retells it in his/her own words, changing as many words as possible.
Text
Reading
Teacher reads the first paragraph twice to the students, then reads each sentence again (one at a
time). After the teacher reads a sentence, paraphrase it by changing as many words as possible
but still keeping the meaning the same. The teacher then asks individual students to paraphrase
it by changing more than one word in it. Record responses on the blackboard. On blackboard
write original sentences, teacher’s paraphrases, Students paraphrases.
Synonyms
At this point Students brainstorm synonyms for selected key words. A thesaurus may be used.
Review
Action
Revise what has been done. Read each sentence and the paraphrasing choices given.
Repeat this for the next paragraph, sentence by sentence. Teacher models paragraphs first, then
students responses.
Text
Reading
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Small
Groups
In small groups students write their paraphrases for each sentence in their workbooks.
Share and discuss sentences.
Lesson 3
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and
then retells it in his/her own words, changing as many words as possible.
Text
Reading
Teacher reads the first paragraph twice to the students, then reads each sentence again (one at a
time). After the teacher reads a sentence, paraphrase it by changing as many words as possible
but still keeping the meaning the same. The teacher then asks individual students to paraphrase
it by changing more than one word in it. Record responses on the blackboard. On blackboard
write original sentences, teacher’s paraphrases, Students paraphrases.
Synonyms
At this point Students brainstorm synonyms for selected key words. A thesaurus may be used.
Review
Action
Revise what has been done. Read each sentence and the paraphrasing choices given.
Repeat this for the next paragraph, sentence by sentence. Teacher models paragraphs first, then
students responses.
Text
Reading
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Small
Groups
In small groups students write their paraphrases for each sentence in their workbooks.
Share and discuss sentences.
Lesson 4
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and
then retells it in his/her own words, changing as many words as possible.
Text
Reading
Teacher reads the first paragraph twice to the students, then reads each sentence again (one at a
time). After the teacher reads a sentence, paraphrase it by changing as many words as possible
but still keeping the meaning the same. The teacher then asks individual students to paraphrase
it by changing more than one word in it. Record responses on the blackboard. On blackboard
write original sentences, teachers paraphrases, Students paraphrases.
Synonyms
At this point Students brainstorm synonyms for selected key words. A thesaurus may be used.
Review
Action
Revise what has been done. Read each sentence and the paraphrasing choices given.
Repeat this for the next paragraph, sentence by sentence. Teacher models paragraphs first, then
students responses.
Text
Reading
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Small
Groups
In small groups students write their paraphrases for each sentence in their workbooks.
Share and discuss sentences.
Lesson 5
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and then
retells it in his/her own words, changing as many words as possible.
Text
Reading
.
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Text
Reading
Students read aloud the first paragraph, then read each sentence again (one at a time). After the
student reads a sentence, they paraphrase pairs of sentences by changing as many words as
possible but still keeping the meaning the same. t this point Students brainstorm synonyms for
selected key words. A thesaurus may be used. The teacher then asks individual students for their
responses. Record responses on the blackboard. On blackboard write original sentences,
Students paraphrases
Review
Action
Revise what has been done. Read each sentence and the paraphrasing choices given.
Repeat this for the next paragraph, sentence by sentence. Teacher models paragraphs first, then
students responses.
Small
Groups
In small groups students write their paraphrases for pairs of sentence in their workbooks.
Share and discuss sentences.
Lesson 6
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and then
retells it in his/her own words, changing as many words as possible.
Text
Reading
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Text
reading
Students read aloud the each paragraph. In a whole group activity the teacher and students
paraphrase the text paragraph by paragraph. At this point Students brainstorm synonyms for
selected key words by changing as many words as possible but still keeping the meaning the
same. A thesaurus may be used The teacher then asks individual students for their responses.
Record responses on the blackboard. On blackboard write original sentences
Review
Action
Revise what has been done. Read each sentence and the paraphrasing choices given.
Repeat this for the next paragraph, sentence by sentence. Teacher models paragraphs first, then
students responses
Small
Groups
In small groups students write their paraphrases of each paragraph in their workbooks.
Share and discuss sentences.
Lesson 7
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the
text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and
then retells it in his/her own words, changing as many words as possible.
Text
Reading
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Text
Reading
Students read aloud each paragraph. Students paraphrase sentence by sentence with the whole
group .Paraphrase by changing as many words as possible but still keeping the meaning the
same. Record responses on the blackboard.
Review
Action
Revise what has been done. Read each sentence and the paraphrasing choices given.
Repeat this for the next paragraph, sentence by sentence. Teacher models paragraphs first,
then students responses.
Individually
Individually students write a paraphrases for each sentence in their workbooks.
Share and discuss sentences.
Lesson 8
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and
then retells it in his/her own words, changing as many words as possible.
Text
reading
Students read passage
Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Text
Reading
Students read silently each paragraph. Students paraphrase paragraph by paragraph with the
whole group. At this point Students brainstorm synonyms for selected key words. A thesaurus
may be used.
Record responses on the blackboard
Review
Action
Revise what has been done. Read paragraphs and the paraphrasing choices given.
Small
Groups
In small groups students write a paraphrase for each paragraph in their workbooks.
Share and discuss sentences.
Lesson 9
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the
text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and
then retells it in his/her own words, changing as many words as possible.
Text
Reading
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
.
Text
reading
Students read silently the next few paragraphs.
Each student paraphrases paragraph by paragraph with the whole group by changing as many
words as possible but still keeping the meaning the same.
At this point Students brainstorm synonyms for selected key words. A thesaurus may be used.
Review
Action
Revise what has been done. Read each paragraph.
Repeat this for the next paragraph,
Individually
Individually students write their paraphrases for each paragraph in their workbooks.
Share and discuss sentences.
Lesson 10
Activity Task Description
Text
Retelling
Students retell passage from the previous session. They say what they remember about the
text.
Text
Reading
Students and teacher re read passage from previous session .Teacher cues use of paraphrasing
during the reading,” How would you say it another way?” Each student reads a sentence and
then retells it in his/her own words, changing as many words as possible.
Text
Reading
Students read passage. Teacher cues students to paraphrase
Students
1. Read a sentence
2. Change as many words as you can while keeping the meaning the same
3. Say the sentence again in your own words.
Text
Reading
Students read silently the next few paragraphs.
Each student paraphrases each paragraph silently by changing as many words as possible but
still keeping the meaning the same.
At this point Students brainstorm synonyms for selected key words. A thesaurus may not be
used.
Review
Action
Revise what has been done. Read each paragraph.
Individual
Groups
Individual students write their paraphrases of each paragraph in their workbooks Share and
discuss sentences.
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