Paraphrasing

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Paraphrasing

• 2.04.08
• Presented by
• Module 3B

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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

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The HRLTPs
Getting Knowledge Ready
Vocabulary
Reading Aloud
What questions does the text answer?
Summarise
Paraphrasing
Review
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The Roadmap for Paraphrasing
What is paraphrasing?
Why is it important?
What are the phases of paraphrasing?
Teaching students to paraphrase independently
Implementing paraphrasing
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Why are we here today?

• Paraphrasing
• I love going for a walk in the early morning.

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What do we know about paraphrasing?

• What is it?
• How is it different to summarising?
• How often do you do it?
• When do you do it?
• Why do it?

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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

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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
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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 surfers balance?
• What do you predict will happen to the surfer as
  the wave takes the surfer closer to shore?

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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, whats another way of saying this?
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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.
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Match the Paraphrased Sentence
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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
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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

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A Toolbox of paraphrasing activities

• Paraphrase sentences
• Paraphrase paragraphs
• Paraphrase spoken sentences
• Most/ least accurate paraphrase
• Match ups (Snap/ Bingo)
• Topic sentences
• PARAPHRASE doc

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Students need to be encouraged to

• experiment with language
• reshape the text
• develop networks of vocabulary

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How do we teach students to paraphrase
independently?

• Students need to
• Learn each paraphrasing skill separately
• Practise the skills regularly
• Say what they did and how each skill helped them
• Recognise appropriate paraphrasing

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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?

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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

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How do you build these into your teaching ?
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Implementing these procedures

• Think about next weeks classes. Choose some
  activities that you could try.

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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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