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Paraphrasing

Paraphrasing . 2.04.08 Presented by Module 3B. The 7 High Reliability Literacy Teaching Procedures (HRLTPs). This approach to literacy was developed by Prof John Munro It identifies the strategies readers need to convert written text information to knowledge.

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Paraphrasing

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  1. Paraphrasing 2.04.08 Presented by Module 3B

  2. The 7 High Reliability Literacy Teaching Procedures (HRLTPs) • This approach to literacy was developed by Prof John Munro • It identifies the strategies readers need to convert written text information to knowledge • It uses 7 High Reliability Literacy Teaching Procedures (HRLTPs) to teach readers how to comprehend and learn from written text

  3. The HRLTPs Getting Knowledge Ready Vocabulary Reading Aloud What questions does the text answer? Summarise Paraphrasing Review

  4. The Roadmap for Paraphrasing What is paraphrasing? Why is it important? What are the phases of paraphrasing? Teaching students to paraphrase independently Implementing paraphrasing

  5. Why are we here today? Paraphrasing “I love going for a walk in the early morning.”

  6. What do we know aboutparaphrasing? • What is it? • How is it different to summarising? • How often do you do it? • When do you do it? • Why do it?

  7. Why is Paraphrasing Important? • Develops and reinforces understanding of the text • Allows comprehension of grammatically or conceptually complex sentences • Forces engagement with the text • Builds and reinforces vocabulary • A necessary building block for summarising

  8. Skills for Paraphrasing 1. Changing words (synonyms) 2. visualise (build an image) of the sentence 3. Matching paraphrased sentences 4. Re-arranging word order in sentences 5. Consider the context

  9. visualising To surf you see and select a wave and begin paddling. When you feel the power of the wave paddle hard. Pop to your feet and ride the wave to shore” • Look at the picture these words make. Make a mental video tape: • What does the water look like • What does the surfer look like? • What movements is the surfer making? • Where is the surfer at the beginning and the end of this sequence? • What can you infer about the surfer’s balance? • What do you predict will happen to the surfer as the wave takes the surfer closer to shore?

  10. A process for teaching paraphrasing • Note the topic of the text • Segment the “events” in a sentence • Suggest synonyms for key words • Link the synonyms into a relationship • Test “new” sentence in original text So, what’s another way of saying this?

  11. Changing Words So visualise that sentence. What is the picture you see? Consider the following sentence: “Tsunamis have the power to destroy whole coastal settlements.” “What is a synonym?…Do you know a synonym for any of these words?” “Wreck means the same as destroy” “Villages means the same as settlements” “Can means the same as to have the power” “Excellent work! So how can you re-write this sentence?” “Tsunamis can wreck villages by the sea.”

  12. Match the Paraphrased Sentence

  13. Changing Word Order Consider the following sentence: “Because air is lighter than water, air bubbles float to the surface” “How could you change the word order and keep the meaning?” Excellent work! “Air bubbles float to the surface because they are lighter than water”

  14. Consider the context • “Great Aunt Mimi peered down the pitch and swung wildly.” • The sentence before was: “The fast bowler began her run up.” • Students need to: • Focus on the context • Be prepared to read before and after the targeted passage

  15. A Toolbox of paraphrasing activities: • Paraphrase sentences • Paraphrase paragraphs • Paraphrase spoken sentences • Most/ least accurate paraphrase • Match ups (Snap/ Bingo) • Topic sentences • PARAPHRASE doc

  16. Students need to be encouraged to • experiment with language • reshape the text • develop networks of vocabulary

  17. How do we teach students to paraphrase independently? Students need to • Learn each paraphrasingskill separately • Practise the skills regularly • Say what they did and how each skill helped them • Recognise appropriate paraphrasing

  18. How might students use self-talk to paraphrase? • Students who self talk may ask • Do I need to read this text aloud? • Do I need to read other parts of the text to understand the context? • Do I know the meaning of …..? • What word could I use instead of…..? • Do I need to re-read the original text? • Have I kept the meaning the same?

  19. What might be the benefits of paraphrasing in your classroom? • You will be able to see how well a student understands • It builds skills needed for summary

  20. How do you build these into your teaching ?

  21. Implementing these procedures • Think about next week’s classes. Choose some activities that you could try.

  22. An NMR Literacy Improvement Initiative Teacher development presentation and PD materials by Northern Region teachers: • Alistair Forge • Yota Korkoneas • Lillian Leptos • Les Mitchell • David Mockridge • Effie Sgardelis • Jan Smith

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