At the end of the session, ask students to write what they have learned about the anaconda without referring to the computer screens. In this session, students will read and paraphrase independently. writing service level agreement language for cloud computing The quick writes at the end of the sessions should be collected to see whether students are using their own words, whether they have understood the text they read, and what information they have learned about the animals.
You might say, "Okay, here I go again, I need to read this, think about it, and then put it into my own words. List the information on the whiteboard. ghostwriter services india If I can do that, I know I have understood it and I'll remember it longer. Remember that I do that to make sure that I have understood it and to help me remember the information. Discuss what they already know about the echidna or what they could guess from looking at its picture.
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Remind students what paraphrasing is, how to do it, when to do it, and why it is useful. As pairs of students are practicing, listen to them to be certain that they have the idea. Go to the second screen about the anaconda, and invite students to paraphrase it with you.
At the San Diego Zoo: Okapis have long tongues so they can reach leaves and fruit on trees. ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. You could also have students work in pairs if there isn't enough time for each of them to have a turn at the computer. Your students can save their work with Student Interactives.
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Let's read it together. You could also have students work in pairs if there isn't enough time for each of them to have a turn at the computer. essays on service racism in huckleberry finn This text is more difficult than the texts about the okapi and the anaconda, so you can use it to model your thought process as if you did not understand on the first read. Review and Independent Practice With Paraphrasing. They found it in Africa in , but that was hard because it lives alone and is hard to find.
Discuss what they already know about the echidna or what they could guess from looking at its picture. Its spines protect it from enemies, and it curls up when it's scared. writing a dissertation introduction example We'll write down our paraphrase of this paragraph here on the whiteboard. 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. If students seem to get the idea of paraphrasing, ask them to get into pairs, go to the subsequent screens about the anaconda, read each of them, and paraphrase together.
Write their responses on the whiteboard. Review and Guided Practice With Paraphrasing. writing a phd thesis zurich For each paragraph, have both students read the paragraph.
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At the San Diego Zoo: Introduction of Paraphrasing 1. Collect their writing to check to be sure that they have used their own words and that they have understood the information correctly.
Compare the prior knowledge that you assessed at the beginning of each session with the information included in the quick writes to see what new information has been learned. Tell students that you are going to use paraphrasing to find out more about another animal that may not be well-known to them. This can be a brief review reminding students of what they have already learned. In this session, students will read and paraphrase independently.