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
University of Kansas Center for Research on Learning 2002

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
Word Mapping
Word Identification
Visual Imagery
Self Questioning
Fundamentals of Paraphrasing and Summarizing
Paraphrasing
Inference
First Letter Mnemonic
Paired Associates
LINCs Vocabulary

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

7. SIM Content Enhancement Routines Learning 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. Increasing Performance
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
Paraphrasing Strategy
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
Bonnie will bring tabs and fine markers.
Make copies for them have at tables (13)
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

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
University of Kansas Center for Research on Learning 2002

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 Behind the Paraphrasing Steps
Paraphrasing Strategy
Rationales Behind the 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.
Jolene
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

15. 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.
Before
Instruction
After
Grade Level
Materials
Reading Level
51%
80%
48%
84%
Bonnie will do
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

16. Paraphrasing Strategy
Bonnie will do this slide
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

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

18. Paraphrasing Strategy
Did on document camera as a WHOLE CLASS and did not use student names. One time shot to show class progress
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

19. Paraphrasing Strategy
Use with management chart to have them write goals in as teacher does management chart.
Teacher keeps in her files and uses for conferencing.
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

20. Paraphrasing Strategy
Anatomy of the Paraphrasing Strategy
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 first letters
spell the mnemonic
word “rap”; the
meaning of which
is related to the
behavior.
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.
Only a few steps are
used to facilitate
complex cognitive
processes.
Each step of the strategy begins with
a verb that facilitates a more active response.
The wording of steps
is simple and brief.
This step cues the
reader to use the
cognitive strategy
of self-questioning.
This step cues the reader
to relationally organize
the information and decide
what is important and
unimportant.
This step cues reader
to use a transformational
strategy (paraphrasing)
to elaborate on the
information from the
paragraph.
This step elicits an overt
response that can be
evaluated and on which
corrective feedback can
be provided.
Jami does this slide
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

21. Paraphrasing Strategy
Pretest/Commitment
Page 11 in Manual
Student conferences with teacher and commits to learning the strategy
Two days for Pretest
Participants take pretest and sign commitment
Bonnie has higher reading level passage.
How do we do pretest without tape recorder?
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

22. Paraphrasing Strategy
Describe
Page 16 in manual
Preparation Section
Bold print
Quotations
Point out bold print for script and tell participants they may want to highlight script Jolene
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

23. Paraphrasing Strategy
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
Bonnie
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

24. Paraphrasing Strategy
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.
Collaborative Pairs with knee to knee with visual on power
Bouncy Balls
Games (pyramid)
Flash Cards/Digital Flash Cards
Dueling Charts
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

25. Paraphrasing Verbal Rehearsal Checklist
Student’s Name:
Attempts
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. 50 75
100
200
300
400
500
600
1000 25

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

30. Paraphrasing Strategy
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
This is a more in depth explanation of the information that was front loaded earlier
This is where your best teaching skills have to be in place! 6-8 weeks worth of commitment!
University of Kansas Cener for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

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

35. University of Kansas Cener for Research on Learning 2006

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 ed 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