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One Specific strategy I will use to help my students paraphrase text evidence is utilize more activities that require the use of a thesaurus, as well as sentence stems.

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Please flip untit 4 and 5 so we can have this before the benchmark.

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Make sure students understand the reading, help them find synonyms to replace the words they want to use, and help them maintain the original meaning of the reading.

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I loved how teacher modeled and worked one on one with student. Having activities in class to invite them to discover new words.

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Teacher modeling

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sentence stems

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Sentence stems, turn and talk, frontload vocabulary

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Sentence stems, turn and talk, frontload vocabulary

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I plan on using sentence stems to support my students, as well as putting them in pairs to discuss and use modeling.

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Have students identify key words and brainstorm possible synonyms to paraphrase.

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The Rubric will be a great asset the the learning to help guide them through a paraphrase.

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Pre-teach some vocabulary and then practice using simple paraphrasing with a partner before independent work.

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Guiding through mentor texts especially the Influencer Culture activity. I fell like it is a great way to help students in guiding their thinking and modeling how to paraphrase important ideas along with helping them build towards creating strong ECRs.

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I really like the partners/small group/partners grouping at the beginning of this skill lesson. It takes some of the fear out of it. I plan to use all of the resources available.

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Keep exposing students to more vocabulary, encourage the usage of synonyms and antonyms in everyday dialogue.

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I like the idea of using a mentor text to help guide the students' thinking and learning.

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Expand vocabulary by adding a synonym wall in my classroom that students can add to as they learn new words.

I also plan on using the model lesson resources to teach paraphrasing to students

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Use sentence stems to get their thinking started

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I will have students work together when working on paraphrasing and have dictionaries available for unknown words.

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Lots of sentence stems and vocab lesson

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I liked the invitation to compare and how she models the lesson

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I plan to encourage students to use a thesaurus to search for words that mean almost the same thing as the language used on the original text.

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I will have them use a thesaurus when practicing their paraphrasing skills.

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I will have the students work in pairs and use sentence starters.

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Collaborating with one another and peer editing...also having students get used to using a dictionary and thesaurus.

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I will use a thesaurus as a routine and have them build synonyms under a given word as a warm up.

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I will use the sentence steam in English and Spanish.

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Having students turn and talk to get used to using words in spoken language as well as getting familiar with a thesaurus.

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Having students colaborate when we are working on paraphrasing. 

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Having students colaborate when we are working on paraphrasing. 

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Students struggle evaluating and choosing the right evidence.

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1. They struggle with copying the text exactly, and not having the vocab to rephrase.

2. Students will sometimes fixate on items in a list, trying to convey as much specific info as possible!

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Students have trouble pulling the text evidence from the text.

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Students might struggle with summarizing the important information in the passages. Some students are also well versed in summarizing narrative texts but have limited knowledge when it comes to summarizing informational and argumentative texts.

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Students lack vocabulary

Language barrier- language stems needed

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Students lacking vocabulary...

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1. students may not know or understand the definition of paraphrasing.

2. We can address it by using sentence stems and modeling what paraphrasing looks like

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Question 1:

Students struggle to use synonyms during paraphrasing. This can be fixed by adding a thesaurus rotation to class time.

Solis, Moller, Vasquez, Watson

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Challenges:

^ Students don't have enough vocabulary to use their own words.

Limited background knowledge

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Some challenges that we anticipate students might face when learning to paraphrase would be identifying vocabulary in context and using synonyms appropriately, as well as identifying the controlling idea of the passage.

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Students struggle with finding the vocabulary for paraphrasing and sometimes want to simply copy the text directly.

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Copying directly from the text, they may need sentence stems to get them started. They have trouble finding synonyms, use a thesaurus to help as an aid.

Comprehension is needed. Without comprehension and knowing what the text is saying, they won't be able to reword the text.

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Some challenges students face in paraphrasing is for some not copying directing from the book and not having practice to put things in their own words. Many time students can do better if they focus on what they would like to say. A sentence stem could help with a starter.

Students can use vocabulary and language structure from the text by finding a good order in sentence structure.

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Students don't understand the original text, which makes it difficult for them to paraphrase.

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Have students turn and talk to get comfortable with using the words in spoken language.

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Students are challenged by the vocabulary.

The sentence stems are helpful in being able to organize and start their thinking/writing.

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One of the challenges is their vocabulary and background knowledge. Finding synonyms to apply.

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1. Some challenges that students faced were making sure they included all the most important information from the passage and omitting extra information. The teacher addressed this by having them discuss with a partner the information crucial to maintaining the main idea.

2. Students identified key vocabulary words from the text to then be able to create synonyms for them. The teacher also provided sentence stems to help guide their paraphrasing structure.

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Students struggle to use context clues for word meanings while they read.

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1. Students want to use the exact language from the text. The teacher will need to help them push through to use their language.

2. The struggle to back things up with text evidence because they do not understand what they are reading.

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Students often fail to separate the big idea from the "big words" that are unknown and the feel the need to always include all the "big, fancy words" because they think they need to for it to be correct. This often leads to them copying word for word instead of getting the big ideas.

Students will include all the big words and often either copy the exact language structure or they will try to break it up/flip its order to "make it their own" while paraphrasing.

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they used synonyms to help with the vocabulary understanding and building

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One challenge that students seem to face while trying to paraphrase is knowing how to put the information they are reading into their own words. A great way to help with this is providing sentence stems and giving examples using a different text.

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The students want to just copy what the author wrote in the text. The teacher can give the students sentence starters to help them write the text in their own words.

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Lack of vocabulary for my Spanish speaking students.  Offer sentence stems and cognates.

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Lack of vocabulary for my Spanish speaking students.  Offer sentence stems and cognates.

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Student was struggling to paraphrase and then the teacher went over and discussed what they were reading, and guided him to paraphrasing.... and then instructed to write down.

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1. Challenges: Using synonyms to replace exact wording; identifying important words/phrases to replace with own words

2. Voc. and Lang Structure: Locate important words and phrases from the text. Students being able to paraphrase verbally helped them listen to other ways to paraphrase.

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The students have a lack of vocabulary. This inhibits their abilities to use different words.

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The students have a lack of vocabulary. This inhibits their abilities to use different words.

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1. Students face the challenge of limited vocabulary when attempting to paraphrase. The teacher can address this by prompting them through the writing.

2. It seems that students use the language structure almost as they have been taught to use sentence stems. They replace specific, single words at a time.

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Sometimes just understanding which parts of the story include the main ideas, & then the struggle is putting it in their own words.

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One challenge is that some students don't trust themselves enough to form a complete paraphrasing so they resort to copying word for word what the text already says. They may have trouble knowing where to begin when paraphrasing.

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Students tend to either omit important details or outright plagiarize the things they paraphrase

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Students want to include too much detail

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A challenge would include word choice, which words to keep, which words to change. The teacher addresses this (I think) by suggesting to keep some the same, and change others. Possibly using a word bank, thesauras or sentence stems to help rephrase the beginning, which could then lead to helping change specific words, or keep them the same.

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The teacher guided the struggling students with specific questioning. They used synonyms to help with vocabulary when pulling the big ideas to paraphrase. 

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The teacher guided the struggling students with specific questioning. They used synonyms to help with vocabulary when pulling the big ideas to paraphrase. 

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Students struggled with finding alternate vocabulary to use but did well with recognizing certain structures like repetition indicating a focus point

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They want to use the same words as the author. I help by writing out words that are synonyms of main words of the text.

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Students want to copy word for word.

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Challenges that I see students facing is having lack of vocabulary in order to put things in their own words.

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The student was struggling to find the specific words that could paraphrase the text accurately

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1. One challenge is that students don't paraphrase what is important to the author, they paraphrase what they find important while they are reading.

2. Students at times mimic the language when paraphrasing but vocabulary can be a struggle especially for ELS.

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Students stillwant to use the exact words the writer has used. The teacher can address this by having the students think about what is being said and giving sentence stems.

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Students stillwant to use the exact words the writer has used. The teacher can address this by having the students think about what is being said and giving sentence stems.

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The teacher provided sentence stems to support students who were facing difficulty nd talked the text out with them to ensure they understood what they read before they moved into paraphrasing.

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they often copy directly from the text or simply change the order of the words and don't grasp how to "write it in their own words."

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When students get stuck, the teacher asks questions about what they need to answer or paraphrase.

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1) Students sometimes struggle with paraphrasing by wanting to include details from the entire text, instead of just the major details.

2) Often, they use the vocabulary to help structure their paraphrase, using similar vocabulary.

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1. struggle with vocabulary, such as finding synonyms, and struggle with rephrasing without copying directly

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they used synonyms to help with the vocabulary understanding and building

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Being able to find the correct verbiage to restate what was already said in the text. 

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Being able to find the correct verbiage to restate what was already said in the text. 

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Student was struggling to paraphrase and then the teacher went over and discussed what they were reading, and guided him to paraphrasing.... and then instructed to write down.

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1 paraphrasing is using their own words.

in order to paraphrase, you need.

2. Find the Big Idea.

3. Talk about the vocabulary.

4. Use the language.

5. Sentence Stems help the kids start discussing the Big Idea.

6. The Students use the critical words that they are talking about.

7. The Students build on the understanding to make connections of text evidence.

8. The sentence stems help to keep the students on track.

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A challenge that students face when paraphrasing is putting the information in their own words. Teachers can help by using sentence stems that can help students.

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They want to copy word for word because they lack the vocabulary to express themselves.

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They want to copy word for word because they lack the vocabulary to express themselves.

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After exploring the process of Paraphrasing Text Evidence, the Invitational Process, and examining resources to support writing:

What is one specific strategy or resource you plan to implement in your classroom to help students use their own words when paraphrasing text evidence?

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Step 1: Choose and discuss 1 question

1. What challenges do you anticipate students may face when learning to paraphrase, such as identifying key ideas or using their own words?

2. How will you address potential misconceptions or errors students might make during paraphrasing?

Step 2: Place your Group Name and response on Padlet

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Think...

1. What challenges do students face in paraphrasing, and how does the teacher address them?

2. How do students use vocabulary and language structures from the text while paraphrasing?

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Graphic Organizers

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We will model highlighting the text evidence in copies of the articles provided. Underline the key evidence and annotate inferenced thoughts.

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I plan to use those short passages to model how to analyze the prompt & find text evidence. 

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I plan to use those short passages to model how to analyze the prompt & find text evidence. 

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Model and using RACE strategy

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One thing I feel I could make better use of is graphic organizers so that small details are not missed. Also, because it breaks things down into smaller chunks, and it may even give the opportunity to narrow down one's focus in order to stay on topic.

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Using stems to point students in the right direction, while also forcing them to annotate.

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Using the interactive graphic organizer so that my students stay on track and have meaningful ideas written down.

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Some specific resources I will use is the thought catcher district new interactive graphic organizer and short constructive response anchor chart.

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I like the short passage and how to break down the question, so students can answer all parts of the question.

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Model and continue to practice the ECR with the RACERR strategy.

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providing practice with short prompts

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I love the short passage resources that allows the students to be engaged. The graphic organizers are also great so the students can write out their thinking.

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I will use the short text to analyze the prompt.

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RACE response passages and questions