Look at the first paragraph about okapis from the San Diego Zoo: There are other snakes like it that are big, too. You might say, "Okay, here I go again, I need to read this, think about it, and then put it into my own words.
At the end of the session, ask students to write what they now know about the echidna without referring to the computer screens. The echidna has a long tongue and it has spines. essay paper writers An Effective Comprehension Strategy.
Walk around the classroom, checking the paraphrasing of each pair and providing support if needed. For each paragraph, have both students read the paragraph. us writing service honolulu hours Uh-oh, that's all I remember; there was something about curling inside, but I don't remember what. Let's see, the green anaconda is bigger than all other snakes in the world if you think about how long it is and how much it weighs. Tim Crider November 09,
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This explanation should be brief. Handouts must be printed separately. What shall we write first? Or, if students have access to computers but not all at the same time in the classroom, you can ask them to complete this assignment when their turn at the computer comes. Walk around the classroom, checking the paraphrasing of each pair and providing support if needed.
Use the following explanations when introducing paraphrasing to students: Explain to students that they have practiced paraphrasing as a way to monitor whether they have understood what they are reading and as a way to help them remember what they read. Take the written information from students to check both accuracy and that they have used their own words. Animal Bytes website, each student will choose an animal to read about.
Trisha Dotts March 06, Then say, "Now, let's think about it and put it into our own words. They eat a lot each day, usually in the afternoons and evenings. Its spines protect it from enemies, and it curls up when it's scared.
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For example, you might say, "Okay, I have read this; now I need to think about it and put it into my own words. Read the first paragraph about the echidna together. who can help me write an essay zap I love this lesson.
They found it in Africa in , but that was hard because it lives alone and is hard to find. They also realize that if they cannot paraphrase after reading, they need to go back and reread to clarify information. best content writing websites job For example, you might say, "Okay, I have read this; now I need to think about it and put it into my own words. Go to the second screen about the anaconda, and invite students to paraphrase it with you. Let's see, the okapi looks like a zebra, but it is kin to the giraffe.
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Take suggestions from the students, reminding them if necessary that the paraphrase should be in their own words. Its spines protect it from enemies, and it curls up when it's scared. Bookmark these on your classroom computers. At the end of this session, ask students to write what information they have learned about the okapi without looking at the computer screens or the shared paraphrases. Let's see, the okapi looks like a zebra, but it is kin to the giraffe.
Point out to students that they have probably remembered a lot more information because they paraphrased it following each paragraph. Let's see, the okapi looks like a zebra, but it is kin to the giraffe. You may want to explain to students that you wanted to remember that they eat a lot but that you could have included "65 pounds" in the paraphrase if you thought that the actual number was important. Students will need prompting and encouragement to use this strategy after the initial instruction is completed.
Provide examples of paraphrasing by making these sentences available to students on a whiteboard, overhead, etc. Bookmark these on your classroom computers. Remind students not to write until they have orally or silently paraphrased the information. This will mean that you may have to have various texts, either print or digital, available to match the instructional levels of your students.