The Paraphrasing Strategy

1. The Paraphrasing Strategy The Learning Strategy Series The University of Kansas Center for Research on Learning Lawrence, Kansas Presented by FIN and FDLRS Bonnie Dupuis Jolene Ahlschwede Jami Yost

2. What challenges do you see for students and teachers in schools today?

3. Low Achieving Students Demands/Characteristics • Academically • Socially • Motivationally

4. SIM Learning Strategies Content Enhancement

5. Learning Strategies Curriculum Strategies Related to Reading Strategies Related to Storing and Remembering Information First Letter Mnemonic Paired Associates LINCs Vocabulary • Word Mapping • Word Identification • Visual Imagery • Self Questioning • Fundamentals of Paraphrasing and Summarizing • Paraphrasing • Inference

6. Learning Strategies Curriculum Strategies Related to Expressing Information Strategies Related to Demonstrating Competence Assignment Completion Test Taking Essay Test Taking • Fundamentals of Sentence Writing • Proficiency in Sentence Writing • Paragraph Writing • Error Monitoring • InSPECT Spelling Errors • Theme Writing

7. SIMContent Enhancement RoutinesLearning Strategies • A way of teaching an academically diverse group of students in which: • both group and individual needs are valued and met; • the integrity of the content is maintained; • critical features of the content are selected and transformed in a manner that promotes student learning; and • instruction is carried out in a partnership with students.

8. Content Enhancement Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Exploring Text, Topics, & Details LINCS Vocabulary Routine Framing Routine Survey Routine Clarifying Routine Order Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

9. What SIM means to ME! Popcorn – Pop up and shout out one thought about SIM

10. KUD for Today Know- The 8 stages of the Paraphrasing Strategy Understand-How the Paraphrasing Strategy can impact the students’ ability to paraphrase information in order to improve student achievement. Do- Implement the 8 stages of the Paraphrasing Strategy with students. University of Kansas Cener for Research on Learning 2006

11. Book Walk and Resources • p. 1 Introduction • Instructional Stages : • p. 11 Pretest & Obtain Commitment to Learn • p. 16 Describe • p. 23 Model • p. 27 Verbal Practice • p. 32 Controlled Practice and Feedback • p. 37 Advanced Practice and Feedback • p. 40 Posttest & Obtain Commitment to Generalize • p. 44 Generalization • p. 57 Appendix A: Evaluation Guidelines • p. 65 Appendix B: Instructional Materials • p. 44 Phase 1: Orientation • p. 46 Phase 2: Activation • p. 50 Phase 3: Adaptation • p. 55 Phase 4: Maintenance University of Kansas Cener for Research on Learning 2006

12. Paraphrasing Strategy Overview Pertinent setting demands Reading, understanding, and remembering written information. Purpose of this strategy To make the student active in the reading process by requiring the student to search out and state the main ideas and details of each paragraph. University of Kansas Cener for Research on Learning 2006

13. Lesson Essential Questions • How do the Steps to the Paraphrasing Strategy help me remember important information for future use? • How can I demonstrate that I understand and can use The Paraphrasing Strategy using controlled practice? • How can I demonstrate that I can use The Paraphrasing Strategy in my classes? University of Kansas Cener for Research on Learning 2006

14. Rationales Behindthe Paraphrasing Steps 1. The strategy requires the student to actively interact with and think about the material rather than passively reading it. 2. Following a step-by-step process requires a high level of attention during a reading activity. 3. “Chunking” material into small units facilitates better memory and subsequent recall of the material. University of Kansas Cener for Research on Learning 2006

15. Before Instruction After Instruction Reading Level Materials 51% 80% Grade Level Materials 48% 84% Paraphrasing Strategy Results Percentage of Comprehension Questions Answered Correctly This early strategy study was done by KU-CRL staff members with secondary LD students in 1988. University of Kansas Cener for Research on Learning 2006

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17. Student Folder Contents Manila folder- Allow students to personalize 1st day- folder contains Pretest Passage/ Notebook paper 2nd day- Test Questions w/ answer sheet and Score Sheet Ongoing- New Passages for Controlled Practices with Score Sheet Eventual contents: Cue Cards University of Kansas Cener for Research on Learning 2006

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20. The first letters spell the mnemonic word “rap”; the meaning of which is related to the behavior. The wording of steps is simple and brief. Each step of the strategy begins with a verb that facilitates a more active response. This step cues the reader to use the cognitive strategy of self-questioning. R Read a paragraph A Ask yourself, “What were the main ideas and details in this paragraph?” P Put the main idea and details into your own words The strategy steps are task-specific (reading), not situation or content specific. The student uses self- instruction of the strategy steps to cue self of what to do. This step cues reader to use a transformational strategy (paraphrasing) to elaborate on the information from the paragraph. This step cues the reader to relationally organize the information and decide what is important and unimportant. Only a few steps are used to facilitate complex cognitive processes. This step elicits an overt response that can be evaluated and on which corrective feedback can be provided. Anatomy of the Paraphrasing Strategy University of Kansas Cener for Research on Learning 2006

21. Pretest/Commitment • Page 11 in Manual • Student conferences with teacher and commits to learning the strategy • Two days for Pretest University of Kansas Cener for Research on Learning 2006

22. Describe • Page 16 in manual • Preparation Section • Bold print • Quotations University of Kansas Cener for Research on Learning 2006

23. Model • Listen as Bonnie models the passage, “Wandering in the Wilds” • Refer to Cue Cards #1-3 • Model stage begins on p. 23 in manual University of Kansas Cener for Research on Learning 2006

24. Verbal Practice • Students need to understand and master Cue Card #3 and Verbal Checklist (p. 68 manual) • Provide Practice for students to master steps • Complete Paraphrasing Verbal Practice Checklist for student. University of Kansas Cener for Research on Learning 2006

25. Paraphrasing Verbal Rehearsal Checklist Student’s Name: Attempts 12 3 456 Steps % % % % % % University of Kansas Cener for Research on Learning 2006 Read a paragraph Ask what you need Put the main idea and details into your own words Percentage correct Date

26. Ideas for Verbal Practice • Bouncy Balls • Games (pyramid) • Flash Cards/Digital Flash Cards • Dueling Charts University of Kansas Cener for Research on Learning 2006

27. Steps for Paraphrasing Step 1 Read a paragraph. Step 2 Ask yourself, “What were the main ideas and details in this paragraph?” Step 3 Put the main ideas and details into your own words. Step 4 Note the words University of Kansas Cener for Research on Learning 2006

28. 1000 600 500 200 300 400 25 50 75 100

29. 1000 3! How many days until Spring Break! Where can this strategy be used? 600 500 A paraphrase must contain a complete thought with… Subject and verb Anytime a student needs to read for information What does N stand for? Note the words What does P stand for? Put the main idea and details into your own words 200 300 400 8 How many stages are in the strategy What does R stand for? 25 50 75 100 The Paraphrasing Strategy The Strategic Instruction Model Read a paragraph Ask yourself, “ What were the main idea and details in this paragraph? What is the name of the strategy we are learning today? What does SIM stand for? What does A stand for?

30. Controlled Practice • Lets look at our Kit! • Refer to Progress Chart • Provide passages near grade level (scaffold for students according to individual level) • Score Sheet for Controlled Practice (students record title of passage on blank score sheet) • Grading University of Kansas Cener for Research on Learning 2006

31. Advanced Practice • Capable of making the leap from applying the strategy to materials written at their reading levels to materials written at their grade levels • Refer to Progress Chart for mastery levels • Getting them ready for Generalization in Gen. Ed. Classes. University of Kansas Cener for Research on Learning 2006

32. Posttest and Commitment • Pass a grade level passage with mastery. (80% paraphrasing, 70% comprehension) University of Kansas Cener for Research on Learning 2006

33. Generalization • Four Phases: • Orientation (Materials) • Activation (Assignment Sheet) • Adaptation (Situations, Practice) • Maintenance (Ongoing Practice) • Teacher and students take ownership of strategy University of Kansas Cener for Research on Learning 2006

34. Scoring • Read Appendix A : Evaluation Guidelines pp. 57-59 • Read Passage (red sheets) • Review Sample Student Paraphrase • Practice Scoring on red Score Sheet University of Kansas Cener for Research on Learning 2006

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36. Dueling Charts for the Strategy University of Kansas Cener for Research on Learning 2006

37. Follow Up- Due May 4, 2012 • Join our SIM Wikispace (an invitation will be emailed to you from Wikispaces.) • Answer 3 discussion questions for Paraphrasing on wikispace • Give the Pretest to a student, grade, and provide feedback • Complete Verbal Practice Checklist with student • Send Pretest, Graded Score sheet, Verbal Practice Checklist to: Bonnie Dupuis, FIN Bartow Municipal Airport Rt E University of Kansas Cener for Research on Learning 2006