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While I was still a beginner, I taught English 11, I was naive shocked, as many of my students were used to set a technique that I called as "skim and copy". You are first the question (s). Then you are reading, probably looking for words and phrases that corresponded to something in the questions. Then copied
These were good students who took care of their work. They were hardworking. They did not want to plow. Most of them honestly believed that this writing method was perfectly acceptable. And for most of them, this was what had worked about the curriculum.
Skim and copy come with us: teacher. It was created from the types of questions we asked children; It came from the work we asked to complete. It came from what we expected and what we have accepted what we thought has shown learning.
I believed that children dominate this strategy early in their academic careers. Questions in the content area Textbooks at all levels often sent kids to fruste headings, kursive names. These issues have often been often formulated to encourage skim and copy. Kids learned where to go to find the "right" answer, but they were not really own the information; Although they could produce blocks of the text, they could not prove that they had understood what they had read and / or written.
Enter the common core and do not copy anymore. This is just one of the things I love as English teachers about the common core. Even multiple-choice questions about new standardized tests demand more than superficial understanding. Write notes require that students can explain and connect the supporting details in organized, developed answers. The recommended blocks of the original text do not deserve much. To reach the championship now, children need more than skimmed and copying.
One way I think that we can help the children to go beyond the past, and the copy is to explicitly teach paraphrasing. If children can give a text in their own words, they are also own the text. This supports reading in all content areas. If children can use information text from a science book or from a historical document in their own words, they are really "own" that they read.
Paraphrasierung has always been a necessary ability for research and presentation. What I found is that paraphrasing also supports the reading understanding and promotes better writing. It does not accidentally help children to do better on high core tests with high aspirations.
Although this can not be the end, and be everything as I introduces this ability, here I've tried to fight a paraphrase.
Starting in the first school week in the seventh class, I introduce the student to paraphrasing. Because this is a new concept for most of my students, I start very small, with a quote and a thesaurus.
"We win strength, trust and courage, from any experience in which we really stop and look fear in the face ... we have to do what we think we can not." eleanor roosevelt.
I bare children to recover the quote with quotation marks. I ask you to tell me what you think eleanor Roosevelt meant. Although most can summarize the core of the offer, normally miss the nuances. As we all know each other, the common core revolves everything nearby.A generalized summary usually does not suffice to make the skills made by the common core not sufficient.
When I explain that a paraphrasing inserts a text into her own words. I refuse to take the quote with the word with Word, and wrote it in their own words. I encourage you to use your own vocabulary, but let them rely on the thesaurus when they stay stuck.
Then we try the answers, perform children to see that the paraphrasing of each person is definitely unique. I compare it to our classroom windows. Although we see the same basic scene, the viewpoint of each person is just different.
I ask you to explain the meaning of the quotation again. Children always have a better hold of meaning after paraphrasing.
I ask you to write a short, supported paragraph about the validity of the quote. As a support, you have to use something of your own experience and something from history to prove or refute Eleanor Roosevelt's quote. For each element of support I ask you to quote the example, explain the example and connect the example to the example of the position of the quotation (quote, explain, connect).
In the next two weeks, children continue to practice solid citations that are based on our core readings related to our tickets or output tickets.
When the children and I are familiar with quotes, I transferred them to a very short information passage, no more than a paragraph. This is sometimes from the newspaper, sometimes from literary thology, sometimes from a textbook of content area. I liberate children to read the paragraph silently. On this point we practiced some note, so she also asks to read with a pen in his hand. I try to give rich waiting time so everyone comes through sales. If it seems that everyone is done, I read the paragraph loud.
Then I sit in pairs on paraphrase. The couples share with other pairs. It usually gets a bit loud when couples work together, but it's the sound of the children who discovered the language.
It's the beginning of a journey towards stronger reading and writing skills, where we work in the 7th grade and again in the 8th grade.
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