Explicit teaching of paraphrasing and synonyms will improve comprehension skills of students in years 2/3

LESSON PLANS ON PARAPHRASING AND SYNONYMS

SESSION 1:

Introduce the strategy: I am going to teach you something that you can do that
will help you to remember what you read. It is called paraphrasing.

This is what you do. After you have read a sentence, you say it in your own
way/your own words. You try and change as many words as you can.

Let’s try it!

Teacher models paraphrasing and cues student activity:

Look at this sentence. Have sentence already written on whiteboard or butcher’s

paper. Write the teacher paraphrase after saying it. Then write the students’ try.

I will read it and I want you to read it to yourself with me. Then I will try saying it
another way. Then I will ask you to try.

Sentence read Teacher paraphrases Students paraphrase

A monster wanted to This monster went

find some food to eat. looking for something to
eat.

A big monster met a little This enormous monster

sick cat on the road came across a tiny ill
kitten on the path.

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Let’s try another sentence together. Let’s read it and then try to say it another
way. Read second sentence.

Teacher reviews the action: Let us look at what we did. We read the sentence
and then said it in other ways. See how it helped you to understand what the text
said.

Do you have any questions?

Teacher introduces synonyms.

Did you notice that we changed some words to words that had the same meaning
like: big
enormous.

What other words did we change?

Teacher lists on the board. little sick road

These words are called synonyms.

Do you have any questions?

Teacher reviews the action again before finishing off.

Let us look again at what we did. We read the sentence and then we thought of
other ways to say the sentence. We changed some words like big to enormous
and little to tiny. These words are called synonyms.

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SESSION 2:

Review previous lesson:

In the last lesson we looked at words that had the same meaning – do you
remember what they are called? Synonyms.

Teacher models e.g. big, enormous, gigantic, large.

Ask students for synonyms for the following words:

hot, - warm, boiling, burning

little, - small, tiny, minute

loud, - noisy, deafening, shrill

home, - house, address, dwelling

laugh, - chuckle, giggle, snicker

trap, - catch, lock in, ambush

frightened, - scared, terrified, upset

begin, - start, commence, activate

sharp – pointy, spiky, prickly

What can we use to find out more words that have the same meaning?

Introduce the Thesaurus.

Teacher models looking up the word hot in thesaurus, then students practice
looking up some/all of the other words.

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Matching game. Let’s see how quickly you can match these synonyms.

hot warm
little small
loud noisy
home house
laugh giggle
trap catch
frightened scared
begin start
sharp pointy
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Teacher reviews strategy: Let’s look at what we did. We tried to find words that
have the same meaning. These words are called synonyms. Do you have any
questions?

SESSION 3:

Review the strategies from Sessions 1 & 2: In the last two lessons we learnt
things you can do to help you understand the story better. We learnt how to
paraphrase: saying something in your own words. We learnt that synonyms are
words that have the same meaning.

Let’s revise what we do when we are paraphrasing.

1. We read the sentence.

2. We change as many words as we can while keeping the same meaning.

3. We reread the sentence in our own words.

Teacher models and cues student activity: Let’s look at the sentences about the
monster that we paraphrased in Lesson 1. Teacher and student read the
sentences and look at teacher paraphrase and student paraphrase.

We are going to paraphrase the story of “The Lion and the Mouse”.

I will read the first two sentences and then I will try saying it another way.

Then I will ask you to try.

I will write down what I say and what you say.

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 Sentence read Teacher paraphrases Students paraphrase

One hot day the lion was One scorching day the
asleep in his cave. lion was snoring in his
home.

A little mouse ran over A minute mouse

his paw and up onto his scampered over his foot
nose. and up on his nose.

The lion woke up with a The lion awakened and

roar. yelled.

He grabbed the mouse He snatched the mouse

with his paw. with his hand.

He was just about to eat He was going to have the

the mouse when she mouse for lunch but she
cried, “Please don’t eat screamed “ For goodness
me” sake let me go.

One day I might be able Some time I could offer

to help you. you help.

The Lion laughed but he

let the little mouse go.

A few days later, the lion

was out hunting in the
jungle. He got caught in
a trap made of rope.

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Teacher reviews the action: Let us look at what we did here.

First: We read each sentence.

Then: We changed as many words as we could without changing the

meaning/while keeping the meaning the same.

And lastly: We said the sentence again in our own words

Do you have any questions?

SESSIONS 4 & 5

Review the strategy: We are learning things you can do to help you remember
and understand the story better. There are lots of things you can do: you can look
at the pictures or make a picture in your head. Today we are going to practice
another thing you can do that will help you remember and understand what you
have read. It is called paraphrasing.

What are the three steps that you can follow when paraphrasing – let’s revise.

Students reflect on previous knowledge and articulate strategy.

PARAPHRASING: 1.Read the sentence.

2. Change as many words as you can while keeping the meaning the same.

3. say the sentence again in your own words.

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 PARAPHRASING

Give students a bookmark with the steps for paraphrasing.

1. Read the sentence.

2. Change as many

words as you can

while keeping the

meaning the same.

3. Say the sentence

again in your own

Teacher models paraphrasing and cues student activity: Let’s look at the
sentences we paraphrased in “The Lion and The Mouse” to remind as how to
paraphrase. Read each page together. Teacher models the first page then
students take it in turn to paraphrase.

Up to now teacher has modelled, coached and scaffolded, now teacher is slowly
fading with less cues to assist students. (Collins Model)

Students are now given the opportunity to take responsibility by transferring

the action of paraphrasing into practice: Teacher reads a text called “The
Runaway Pizza “. Teacher models first page/sentence.

Students work together (a pair) to complete paraphrasing activity then share.

Students review what they did: Look at steps on the bookmark.

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At the end of Session 5: Discuss how students felt about paraphrasing up to this
point. Give students an evaluation sheet. Remind students that when you learn
anything new it is difficult and first but it gets easier the more you practice it.

Evaluation of Paraphrasing (student sheet had faces)

How do I feel about Paraphrasing today? (Please colour)

1. 2. 3. 4. 5.

bad unsure OK good great

SESSIONS 6 & 7 & 8:

Review the strategy

Revise the steps for paraphrasing

New Text: The Youngest Giraffe: Teacher reads text.

Teacher models paraphrasing and cues student activity: Teacher paraphrases

first page then children continue to paraphrase on their own.

Share at the end of each lesson and Review.

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SESSIONS 9 & 10:

Review the strategy

Revise the steps for paraphrasing

New Text: The Last One Picked: Teacher reads text.

Teacher models paraphrasing and cues student activity: Teacher paraphrases

first page then children continue to paraphrase on their own.

At the end of Session 10: Discuss how students felt about paraphrasing up to this
point. Give students evaluation sheet.

TEXTS USED DURING LESSONS:

1. The Lion and the Mouse – Aesop fable retold by Mary O’Toole (BIG BOOK)

2. The Runaway Pizza – by Brenda Parkes (BIG BOOK)

3. The Youngest Giraffe – by Elizabeth Russell-Arnott

4. Last One Picked – by Jenny Feely

All text levels ranged from 15 – 16

Lessons adapted from Literacy Intervention Strategies John Munro 2008

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