2. T he 7 H igh R eliability L iteracy T eaching P rocedures Getting Knowledge Ready {G.K.R} Vocabulary Reading aloud Paraphrasing Saying questions the text answers Summarising Reviewing HRLTP Information from Dr. John Munro Presented by Concetta Cerra

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4. Paraphrasing is a key strategy used by effective readers. As they read a text, readers say the ideas ‘in their own words’. They may also build an image of what a sentence is saying in a particular context. This helps them link the text with what they know and comprehend it. It also helps remember or retain what they are reading. Taken from John Munro What is paraphrasing?

5. Paraphrasing helps readers to Understand the texts they read Link the new ideas with what they know Engage with the text Understand grammatically or conceptually complex sentences; it helps readers to unpack these sentences Link the new concepts, often in unfamiliar relationships and to talk about the new ideas Talk about the ideas in the topic area Build and reinforce new vocabulary Retain the related ideas in short term memory IT PROVIDES A NECESSARY BUILDING BLOCK TOWARDS SUMMARISING. Taken from John Munro How does paraphrasing assist reading comprehension?

6. Visualizing gives students the ability to Build virtual experiences for what is read, put them into a context and link them Retain them in short term visual memory Imagine how the ideas might change, that is, predict or infer Taken from John Munro How does visualizing assist reading comprehension?

7. Taken from John Munro Students experience doing paraphrasing. The teacher cues and scaffolds them to say in other ways simple sentences they hear and read. They have their thinking guided Students are cued to paraphrase and say what they did Students say they will paraphrase before they begin to read. They use their self talk to guide their thinking Students apply the strategy independently to more complex sentences, two or more sentences at once, other topics Sequence for teaching paraphrasing strategy Guided to paraphrase Paraphrase and say what they did Say they will paraphrase Transfer, apply paraphrasing

8. Taken from John Munro Students paraphrase the title, What is said on the blurb, Say in other ways what peers say about possible ideas in the text Students paraphrase sentences in the text, Captions for a diagram, Key conversations in a narrative, For particular purposes, Paraphrase sentences that tell the reader where something is Students paraphrase sentences that say the key ideas in the text, Sentences that say the sequence of ideas, Sentences that say the meanings of new words Students paraphrase rapidly by matching sentences that say the same idea, More complex sentences, Sequences of sentences You can build each step into work at each phase of reading Getting knowledge ready While readingPost reading Automatize and transfer

9. To teach students how to paraphrase, give them simple sentences for the content they are learning and ask them to say the sentence another way by changing as many words as they can. Key actions they learn to: 1)Note the topic of the text 2)Segment the sentence into key ideas. Use the number of events in the sentence and grammar to help do this. Note the main verb/s and use them to select {underline/circle} key words. 3)Suggest synonyms for key words 4)Link synonyms into proposition or a relationship. They re-arrange phrases and say the new sentence. 5)Check that the new sentence has the same meaning as the starting sentence 6)Check the sentence fits with the earlier sentences. Each sentence has a purpose or reason for being in the text. Readers need to take account of the conceptual links between sentences. Check that the paraphrase does the same purpose as the original sentence. Take account of the purpose of sense of each sentence as it is linked with the earlier sentence. Taken from John Munro How do you teach students to paraphrase sentences?

10. It is important to give feedback to students on the accuracy of their paraphrasing. They may need help to improve how well they do it. When you are beginning to teach paraphrasing, have the students work on sentences that are comparatively simple for them and gradually build up to more complex sentences. Teach it in relatively simple contexts initially. Taken from John Munro How do you teach students to paraphrase sentences?

11. Teach each of the steps involved in paraphrasing separately. TEACH SYNONYMS Ask students to suggest synonyms for key words before you ask them to paraphrase the sentence. It may sometimes be useful to list the key words in a paragraph or a text and have the students say synonyms for each. TEACH STUDENTS HOW TO SEGMENT OR CHUNK A SENTENCE INTO PARTS This helps the student to recognise the meaningful units they will use to re- word the sentences. They can segment one event simple sentences into three or four meaningful parts. Segmenting in this way helps them to reword the sentence systematically. Taken from John Munro Paraphrasing teaching points

12. TEACH STUDENTS TO LINK THE SYNONYMS INTO A STATEMENT OR A RELATIONSHIP AND TO CHECK THAT THE SENTENCE MEANING IS RETAINED. The readers need to link the synonyms into a statement and to check that its meaning matches the meaning of the original sentence. They need to practise aspects of this. Some students will find it hard to link the synonyms into a sentence. They may have difficulty stringing them into sentences. They may need to hear the sentence frame and ask them to use their words to finish it. To help students to match the paraphrased attempts with the original sentence to check that they say essentially the same idea – you can collect attempts and ask students to decide whether each one says the same meaning and the starting sentence. If an attempt is incorrect, ask students to suggest the parts that are correct and those that need to be changed. They can recommend how they might change it. Taken from John Munro Paraphrasing teaching points

13. 1)During reading aloud: Students can practise paraphrasing spoken sentences. After one member of the class reads aloud a sentence, a second student can be asked “What is another way of saying it.” Have students listen to one, two and then more sentences and have them practise saying each sentence another way by changing as many words as possible while keeping the meaning the same. 2)Students can hear or read alternative attempts at paraphrasing a sentence and select the most accurate, the one closet paraphrase to the text. Some students find it easier to recognise sentences that are retellings or paraphrases of other sentences before they can write the paraphrases. They can begin by linking sentences with paraphrases. Taken from John Munro Types of activities you can use to teach paraphrasing

14. 3)Practise writing paraphrases for sentences. 4)Build up to paraphrasing paragraphs. Give a paragraph of 3-4 sentences to a small group of students. Each student paraphrases one sentence. Combine the four paraphrases into a paragraph. 5)Give them 3-4 paraphrases and ask them to arrange them in order of closest to furthermost away from text. Taken from John Munro Types of activities you can use to teach paraphrasing

15. The goal here is for the students to tell themselves what they will do in order to paraphrase first one sentence then a group of sentences. TEACH A PARAPHRASING SELF SCRIPT. Taken from John Munro How can you teach students to use paraphrase independently? Use and model particular paraphrasing instructions that specify the actions the students will use as they do the paraphrasing actions: Say it, Tell it in your own words, What is another way of saying it? Tell it to someone else in another way After using the action a few times, ask students to say/explain what they did when they paraphrase and comment on how it helps them read better Students say what they will do to paraphrase a text before they begin to read

16. When students have learnt to paraphrase particular types of sentences, they can be guided and scaffolded to transfer it to other topics and more difficult texts. To facilitate the transfer, teachers can 1)Remind students to paraphrase or to ‘talk about’ what they have/will read 2)Ask them to say how they will do it, for example, they will Select {underline/circle} key words Change words, suggest synonyms for key words Link synonyms into a sentence that ‘say the same’, re-arrange words into sentences 3)Scaffold the paraphrasing; cue them to work on each aspect Help students learn to transfer paraphrasing to different genres. Taken from John Munro Encourage students to transfer the use of paraphrasing

17. Students can make up card games in which they match each sentence with its paraphrase. A set of sentences is given to the class, either written on the board or on a sheet of paper. Each pair of students is given a sentence. They write the sentence on one card and a paraphrase of it on another card. Five pairs of students combine their pairs of cards into a pack and play Snap. Students can also play Bingo. Each student is given a blank Bingo board which has six or eight squares. From the set of sentences, each student or pair selects six sentences and writes one in each square. In pairs again they make paraphrase cards. These are collected and one is read out at a time. Taken from John Munro Automatize paraphrasing

18. 1)Look at picture and talk about what it shows, answer questions about it 2)Look at picture and imagine it changing 3)Look at picture make a ‘mental photograph’, obscure picture and talk about what was seen, answer questions about it. Allow time for this and minimize the verbal interactions while the student is expected to retain the mental picture. 4)Listen to a sentence in a story, visualize and talk about the picture made. Gradually listen to two or more sentences, make a ‘mental videotape’ and talk about the picture made. They can draw a picture about what has happened in the story or what the story may look like in 5 minutes. Taken from John Munro Teach the mechanism of visualizing: the visualizing strategy

19. 5) Introduce the RIDER strategy. Have students read a sentence in story, visualize it and talk about the picture. Part of this includes modelling and cueing. Steps in RIDER: Read– Read a sentence Image – Imagine a picture of this in your mind Describe – Describe the image of what you have read with your partner. This is the paraphrasing aspect. Evaluate – Evaluate the image against your partner’s image and check the text for correctness Repeat – Repeat the process again by reading the next sentence Taken from John Munro Teach the mechanism of visualizing: the visualizing strategy

20. 6)Students do RIDER with individual sentences, say what they did and how it helped them. They practise it with controlled text graded and matched for suitability to the student’s current text and grade level reading ability. They receive ongoing corrective feedback from the teacher, reflecting on progress and gains being made. Develop and use a strategy cue card, for example, Taken from John Munro Teach the mechanism of visualizing: the visualizing strategy ReadImagineDescribeEvaluateRead on

21. 7)Teacher prompting and guidance through the sequence of stages is gradually reduced. Students say how they will do RIDER before they do it. They use this self-management strategy. They say what they will do next, at each stage of the strategy and why. The intention is to get students to be more strategic learners. 8)Students transfer the strategies to texts in different contents areas and text difficulty levels. Taken from John Munro Teach the mechanism of visualizing: the visualizing strategy

22. Taken from John Munro Students need to: Learn each procedure separately Practise the strategy regularly Say what they did and how each strategy helped them Experience success using the strategy

23. Taken from John Munro Self talk How can I say it in my own words? What can I link it to? How can I segment or chunk the sentence into parts? What are the key ideas? What synonyms can I use for the key words? Does my new sentence have the same meaning? Does my sentence fit with the earlier sentence?

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25. What I have learnt? How have I learnt it? What next? Taken from John Munro