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If students know how to write down, means that they understand what they read, and I think it helps to develop their letter. Paraphrasing is an important ability for all communication forms at school and work, but it can be challenging for most of the students, and it is crucial to college, whether in academic writing or academic discussions.
All students need special instruction lessons to increase their success in paraphrasing, but fighting readers and writers need the process of paraphrasing, modeled with a lot of discussion and font. You need an open door into the thought process of teachers. We have to tell you how and why we have to say, as it is a challenge for the description. I can remember my elementary days to copy parts of the World Book Encyclopedies for a report angry and have no concept of academic integrity or plagiarism. If only this was a capability, taught and sanded, I think that my college and graduate experience in academic writing have been easier and not frost with fear and despair.
I also think that it is important to start this practice in elementary school in the 2nd class in the development language with a simple format and definition. Then they lead the progress to extend definitions and style throughout high school and up to the height, so students are not unintentionally plagued. Because it is quite easy to recognize a copied text without a plagiarist checker. The students will penetrate with long, complex sentences with a high vocabulary, and it usually does not correspond to their previous work.
Here I taught a small group of 4-year-old graders in a reading penetration Pullout group to summarize with multiple texts and rewrite. In my opinion, her final product, an information video, really cool and she continued the effort.
First, choose your topics from a group of information books that as a group they had read once a few weeks. The topics were the cakapo, flamingos and the Axolotl. They created a simple T-chart in their notebooks: what I know! / Ask? And what I have learned! You can see Ashley's graphics organizer below, the knowledge and vocabulary increased from reading multiple texts. In the beginning, I studied my thought process on how to write a sentence or paragraph of a topic that I found interesting, and wrote it on the smartboard. It was processed with cross outlets and arrows to show words that move. I showed with a thesaurus when I stuck. I had modeled this before and had the group this, but only in oral discussions.
I also brought screenshots of text and photos of National Geographic Instagram photojournalist accounts. These were short texts of people on the field with many great information and great vocabulary. These screenshots were set up on the Document Cam and as a group that summarize them and summarize the texts. The paraphrased text was written on the whiteboard so that students add their notes or create their own paraphrase. During this time there was a lot of recent, discussions and cooperation of the texts while holding notes in her graphic organizer. I asked her to look at her graphic organizer and see if she answered her questions, if not, she tried to gain the information, and sometimes this meant that this made a Google search.Next, after many lying and sufficient notes, I asked you to look at your notes and see if you answered your questions. If so, you tried to get the information - sometimes that meant to perform a Google search.If your questions were answered, I asked you to look at your graphic organizer and see if you could search for sentences that could be grouped together, or in the same category, such as food / booty or habitat. You can see in Ashley's notes that has emphasized you highlighted, and grouped areas in which she thought she was in the same idea, and what they eat, and what they eat, etc. These were novice readers, and I wanted theirs Knowledge, a deep understanding and problem solving build competences. This was similar to how information books present information about ideas. In addition, this was for the next step that created a script and a storyboard.
From your Notes / Graphic Organizer, it created a script in a storyboard format from which I modeled the process. I looked at my notes, I spoke about why I highlighted groups and why I named labels to the groups. Each storyboard had to introduce and conclusion, and the middle was dependent on its notes, themes and ideas. There was a lot of scaffolding, discussions and a few suggestions. For example, Ashley wanted to put more information about flamingo babies and adults and asked to add that to their presentation. We discussed how authors use other ways to share information from multiple texts. So she made the Venn diagram in her notes and then created one for the slideshow on the iPad. How cool is that? Very!
My students then created a short presentation on Adobe Sparks, which is concerned, then Adobe Voice was called. The students choose all symbols, photos, music and templates. I like Adobe sparks because it has limited templates and fonts, so students do not spend in this area too long, but they needed some help to keywords to look for photos and symbols. The students then picked up from their script storyboard. Adobe Spark is super easy to use as it offers a great selection of free photos and symbols, and you can upload your own pictures. It also has a subjectable link to send to teachers and parents, which keeps it private, safe and safe.
When students participate in this type of authentic literacy tasks, it is appropriate and they are active to re-regulations, not notes involved in discussions, writing and speaking. In addition, you will learn new vocabulary and building knowledge. The videos of the Kakapo and Flamingos were English-speaking learners. Below are the information video presentations.
Here are a few ideas that can be used during distance learning. If you are in synchronous teaching mode, try to try out the Jamboard Extension in Chrome Scrap. You will see in real time how groups summarize and surround a text, then you can be able to provide live interactive support as needed. With asynchronous learning, you can create a discussion page to create a text and replies the students with their paraphrased work.
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