Teaching Year One and Two students how to use synonyms and paraphrase text will lead
to an increase in reading comprehension.
A B S T R AC T
Many students in the junior levels of primary school struggle with comprehension of text.
Students can experience difficulty retelling a story in their own words and cannot answer
questions about the text.
Current research findings indicate that teaching paraphrasing helps students develop the
skill of talking about a text which deepens a student’s understanding of the text.
The hypothesis of this study is that teaching Year One and Two, students aged between 6
and 8 years of age, the skills of paraphrasing and the use of synonyms will increase their
reading comprehension. The paraphrasing strategy teaches students to use their own
words to recall and recast facts they have read. Developing the students understanding of
synonyms assists in extending their vocabulary and comprehension of text.
The study compared two groups of students (control and focus.) The focus group were
explicitly taught to use synonyms and paraphrasing to assist comprehension of text. They
were involved in ten sequential sessions of explicit teaching and daily practice of these
skills that took place over two consecutive weeks early in Term Two.
Results support the hypothesis that students who develop skills in paraphrasing and the
use of synonyms will improve their comprehension.
1
INTRODUCTION
Many students in all levels of Primary School experience difficulties with comprehension.
They are able to read a text at an age appropriate level however, yet struggle to retell or
answer questions that demonstrate an understanding of the text. A difficulty in
comprehension can impact on all areas of learning. As students progress through school,
the ability to read and comprehend a text is vital to success in many subjects. If a student
is unable to comprehend what they have read, they will fail to develop an accurate
understanding of the text.
Good readers use many strategies to assist them with comprehension of texts. This
includes strategies about how to make sense of sentences. These students are able to
understand what has been written and make links between concepts and the text. Good
readers know words and phrases, understand what a sentence means and make links
between the ideas in a text and their own knowledge. Good readers use multiple
strategies to assist them when reading. Strategies such as converting letter clusters to
sounds and blending them together to form a word, visualising a sentence, re-reading a
sentence to clarify meaning, predicting and anticipating when reading and using key words
to develop the general theme of the text. Good readers know ‘how to’ make sense of
sentences. They are able to understand what has been written and to make links between
concepts and the text. When we read, we know words and phrases; we understand what
a sentence means and can make connections between the text and our own knowledge.
These are just some of the strategies a student must develop in order to become a
competent reader. Often these strategies occur simultaneously however, students must
establish these actions to gain meaning and comprehension of text.
One strategy that assists students with their reading is comprehension. Knowledge is held
in sentences. To comprehend a sentence is to understand its meaning. Susan Dymock
and Tom Dymock (1999) state “Reading is endemic to everything we do. Readers need to
be skilled and intelligent consumers of text.” It is vital that students learn to comprehend a
text. Without comprehension, students can not translate what they have read into working
knowledge. Harvey and Gourdivis (2000) state “Comprehension means that readers think
not only about what they are reading but what they are learning. By enhancing
understanding, a reader must go beyond the literal understanding of the story.” They
further emphasise that often students read on without trying to comprehend text and
therefore require strategies to assist them in gaining understanding of what they have read
and what has been written.
In examining research on the teaching of comprehension, studies indicate that explicit
teaching of paraphrasing benefits comprehension. Hagaman and Reid 2008 said “One
promising method to improve comprehension skills is the explicit instruction on how to
paraphrase.”
Fisk and Hurst (2003) confer by stating,
“One of the reasons paraphrasing for comprehension works so well is because it
integrates all models of communication – reading, writing, listening and speaking – which
leads to a deeper understanding of the text.”
Students who experience the connection between writing and reading will learn more
content, understand it better and remember it.
John Munro adds, “Paraphrasing assists literal comprehension by
teaching students how to talk about the ideas in a topic. When
students recast a sentence; they link new concepts with prior knowledge.” Paraphrasing
deepens comprehension by promoting reading skills such as identification of main ideas
2
and the distinguishing of supporting details within the text. It is an effective strategy that
assists students in processing what they have read in a text.
The “RAP” paraphrasing strategy suggested by Schumaker, Denton and Deshler 1984
involved a three step strategy to the teaching of paraphrasing to assist comprehension.
Read the text.
Ask yourself “What are the main ideas?”
Put it into your own words.
This RAP strategy is also supported by Hagaman and Reed (2008) who found that
strategic instruction in paraphrasing was a promising method of improving comprehension
of texts. The RAP strategy helps students remember the main details of the text and retell
them in their words. By using the RAP strategy we are helping students to automatise their
knowledge and embed this strategy in their long term memory.
Paraphrasing a text assists students in improving comprehension by helping them express
the main idea of a story in their own words. Harvey and Goudvis (2000) say that
comprehension means that “…readers think not only about what they are reading but what
they are learning. By enhancing understanding a reader must go beyond the literal
understanding of a story” When students learn to paraphrase they are acquiring skills in
processing and understanding clearly what they have read.
Encouraging students to suggest synonyms for key words when reading a text is another
strategy to deepen students’ comprehension skills. If students are encouraged to think
about synonyms for important words in a text and then paraphrase the text, they are being
directed to verbalize what they have read which in turns helps to embed this knowledge in
their long term memory. Developing independent reading strategies such as paraphrasing
and the use of synonyms assists students in establishing actions that they can use
spontaneously and selectively.
This study aims to examine the effect of teaching the paraphrasing strategy to a whole
class of Year One and Two students with a particular focus on synonyms as a skill to
assist paraphrasing. It will examine whether explicit instruction is effective when taught to
a whole class rather than a small group. The students in this study do not exhibit a sound
understanding of texts read and experience difficulty comprehending text. The hypothesis
is that teaching Year One and Two students how to use synonyms and paraphrase text
will lead to an increase in reading comprehension.
3
METHOD
Design
This study followed the OXO design of test, teach and test again. Gains in reading
comprehension following the explicit teaching of synonyms and paraphrasing strategy are
monitored for a Year One and Two classes. The study compares two grades of students –
a focus group and a control group.
Both groups were pretested using a Paraphrasing Test, a Synonyms Test and a Cloze
activity to assess Comprehension. (Appendix 1) The Paraphrasing Test and the Synonyms
Test were adapted from John Munro 2005. Students were also required to complete a
Comprehension test involving a cloze activity following the reading of the text, My Tree
House. This Level 10 text was chosen because of the wide range of reading abilities
across both the focus group and the control group. It was decided that a Level 10 text
would be readable for all students across the two grades.
Lessons took place in the familiar surroundings of the classroom where the students work
every day. Sessions began at approximately 9.00 a.m. each day and concluded at 9.50
a.m. All students in the Year One and Two control group took part in the lessons.
4
Participants
The following data gives a profile of students involved in the study.
TABLE 1
Na
me
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
0=
Focus
Group
1=
Control
Group
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
DATA OF PARTICIPANTS IN RESEARCH STUDY
Age in
MONTHS
69
71
69
86
74
84
84
85
86
86
88
89
89
85
90
77
70
69
77
73
67
69
91
90
80
85
81
91
86
85
85
Gender
0=
Female
1=Male
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
0
0
0
0
1
0
0
0
0
0
0
0
0
1
1
1
Years of
Schooli
ng
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
ESL
No=0
Yes=1
1
1
1
0
1
0
1
1
0
1
1
0
1
0
1
1
0
0
1
1
1
1
1
1
1
1
1
0
1
0
1
LNSLN
funding
0=
none 1
= SLD 2
= ID
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
EARLY
INTERVENTION
0 = None 1 = RR
2 = Specialist
Teaching Grp0
0
2
2
0
1
0
0
1
0
1
0
1
1
1
0
0
2
0
0
1
0
0
1
1
0
0
1
0
0
0
2
ROL
2008
2009
17
24
7
36
32
22
39
13
19
14
27
35
18
14
15
37
33
40
16
16
23
41
38
29
24
28
14
33
23
30
16
EM
A
No=
0
Yes
=1
0
1
1
0
0
0
0
1
1
1
0
1
0
1
1
1
1
1
1
1
0
0
1
1
0
1
1
0
1
0
1
(Class)
Text Level
Feb 09
20
13
6
22
13
28
28
14
27
17
27
19
21
18
21
28
10
17
19
4
20
28
15
20
25
28
25
28
28
20
20
A complete table showing all data is available in Appendix 1
All students chosen to participate in the study are currently in Year One and Two. The
students involved in this study ranged in ages from 6 – 8 years. The focus group had 15
participants in the study and the control group had 16 participants.
Text level knowledge ranged from a minimum of Level 4 to a maximum of Level 28 in the
control group. This was similar in the focus group however the minimum text level was
Level 6.
Both classes of students had a high number of English as Second Language students.
The focus group had 67% E.S.L students and the control group had 80% E.S.L students.
The control group had no educationally identified students with learning difficulties
5
whereas the focus group had two students receiving funding and assistance for learning
issues. 53% of families in the focus group are receiving the Education Maintance
Allowance compared with 73% of families in the control group.
In regards learning support, it is important to note that 40% of the focus group has been
supported in their learning through Reading Recovery and a further 13% have received
intervention assistance that involved working in a small group situation with a specialised
Literacy Teacher. These small groups were targeted for further literacy assistance to
improve progress in both Reading and Writing. 27% of the control group have completed
the Reading Recovery Program and a further 13% have been supported in small group
intervention assistance.
Two students in the focus group have been identified as having learning difficulties with
both students suffering language delay. One of these students was an elective mute when
beginning school.
Materials
Tests (Appendix 1) The Paraphrasing and Synonyms tests were adapted from John Munro
2005. The Comprehension activity was created by the teacher at a Level 10 Reading
Level.
Teaching Sequence – 10 lessons to provide explicit instruction and practise in how to
develop paraphrasing and the use of synonyms to assist comprehension. (Appendix 3)
Texts – Collection of fiction texts (specific titles are included in Resource Listing.
Procedure
All students (both Focus and Control Groups) were pre-tested on the same day using the
following:
Comprehension Test – Cloze Activity
Paraphrasing Test
Synonyms Test.
The Paraphrasing and Synonyms Test were adapted from John Munro 2005 and were
delivered following his specific guidelines. This ensured that evidence was gathered
according to strict teacher control to ensure no scaffolding by the teacher that could
interfere with data collection was given. The Comprehension test involved the teacher
reading a Level 10 text to the students and then asking them to complete a cloze activity
on the text.
Students in the focus group took part in lessons from 9.00a.m. to 9.50a.m. every morning
for two weeks. The teaching took place in the naturalistic surroundings of the classroom, a
comfortable and familiar environment for all the students. The focus group were students
in my class this year and were comfortable and familiar with me. The students in the
control group were students in the other 1/2 class and some of these students were taught
by me last year.
The teaching procedure was based on John Munro’s (2005) Comprehension –
Paraphrasing teaching strategy with an emphasis on teaching students to identify
synonyms for key content words. During each session students reflected on reading
material from the previous session. The RAP acronym was used to assist students in
recalling the steps to take when paraphrasing.
6
The nature of the teaching involved daily explicit instruction on how to paraphrase. The
teacher would model how to paraphrase and then students would work in pairs, trying to
develop the skill themselves. Students shared their attempts and discussed how to
improve during each session. Once the students became confident at paraphrasing, they
worked independently to improve and practice their skills. The use of synonyms was
introduced and the students learnt how synonyms can assist in paraphrasing. A focus on
2 – 3 synonyms occurred in most sessions. These lessons took place every day for a two
week period early in Term 2.
Students began by working in pairs and after four sessions began to work independently.
Each teaching session involved revisiting the prompt chart so students could develop
automaticity about how to paraphrase. A student activity (see Appendix 3) was completed
at most sessions to assist the teacher with students’ progress and to provide further
discussion/examples about how to paraphrase. To further support the development of the
paraphrasing skill, students were encouraged daily to verbalize the steps on the prompt
chart. Simple rewards were given to students who could confidently repeat the steps to
follow when paraphrasing. Three writing sessions were also used to give students the
opportunity to improve their paraphrasing skills. A simple text was read to the students and
they rewrote the story in their own words. Students were encouraged to identify synonyms
for words whenever a text was read to the class. Students enjoyed swapping words for
synonyms and often interrupted teaching time to share a word with a similar meaning.
During Maths, problem solving activites that required reading a problem gave students
further opportunities to use the prompt chart to paraphrase the problem and then solve it.
Each lesson did include a reflection on how students felt they were progressing. These
results were discussed in our review at the end of each session.
Data gathered during teaching sessions was used to plan the next session and to highlight
those students that required further teacher explanation/assistance to help them improve
their skills.
All students were post-tested using the following:
1. Comprehension Test – Cloze Activity
2. Paraphrasing Test
3. Synonyms Test.
In both the control and focus group the Cloze Activity was used to determine if there was
any change in comprehension scores. Both the control and focus group scores were
converted to a percentage and graphed so that comparisons could be made and to see
whether the intervention had impacted on comprehension levels of the focus group.
7
RESULTS
The prediction that paraphrasing and the use of synonyms assist comprehension will be
investigated in this section.
This table shows all raw pre and post test results for the focus and control groups. These
results were converted to a percentage (Appendix 4) and then graphed to show results.
Table 2 Raw Data – Pre and Post Test Results
Name
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
0
Focus
Gr 1
Control
Gr
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Para
PRE
5
3
4
7
2
3
8
2
0
1
5
2
2
2
3
5
1
1
2
1
1
8
0
4
5
4
1
7
4
5
2
Para
POST
12
5
12
15
12
14
19
11
9
9
15
15
8
7
10
7
3
4
2
1
6
9
2
5
6
9
5
8
6
6
4
Compre
PRE
25
21
6
32
27
29
38
34
22
29
37
29
20
27
29
24
12
18
33
0
23
38
3
36
22
36
33
36
38
32
21
Compre
POST
29
19
26
33
32
30
38
35
29
29
38
30
28
25
29
32
16
20
32
0
25
37
23
36
34
39
33
40
33
36
25
Synonyms
PRE
6
3
3
10
7
8
14
3
10
6
10
11
13
3
7
16
4
10
2
4
0
5
2
10
15
15
11
12
10
12
4
Synonym
s POST
23
23
28
33
30
27
39
29
30
19
37
25
24
16
26
16
8
9
6
4
5
13
8
11
16
18
13
21
15
13
10
* Students A - O were in the focus group and students P – AE were in the control group
8
Paraphrasing Results - Focus Group
40.00%
35.00%
% Results
30.00%
25.00%
Para PRE
20.00%
Para POST
15.00%
10.00%
5.00%
0.00%
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
Students
Figure 1
Data from Figure 1 shows the percentage gains in paraphrasing made by students in the
focus group. The data show both pre and post test percentage results. (Appendix 4) All
students made improvements in paraphrasing. Student I recorded the lowest pre test
result of 0%. It is important to note the 17% improvement this student made after ten
lessons of explicit teaching.
Student B recorded the lowest result on the post test scoring only 10%. Student G
recorded the highest result on the pre test of 15% whilst also recording the highest result
of 38% on the post test.
Paraphrasing - Focus Group - Improvement in Ascending Order
30.00%
25.00%
% Movement
20.00%
15.00%
Para POST Move %
10.00%
5.00%
0.00%
B
N
M
A
O
C
D
J
H
I
E
K
F
G
L
Stude nts
Figure 2
Data from Figure 2 shows paraphrasing percentage results in ascending order. (Appendix
4) Paraphrasing results for the focus group showed a gain for all students. The lowest
gain was made by Student B who improved by 4%. The highest gain was made by
Student L who made an improvement of approximately 25%. The median gain made by
students in the focus group was 16%.
9
Comprehension Results - Focus Group
100.00%
90.00%
80.00%
% Result
70.00%
60.00%
Compre PRE
50.00%
Compre POST
40.00%
30.00%
20.00%
10.00%
0.00%
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
Students
Figure 3
Data from Figure 3 shows the focus groups results after converting raw data to a
percentage. (Appendix 4) This data includes the pre and post test results of students
involved in the focus group. Results in the pre test were very high because of the Level
ten text used in testing. This text was chosen so all students could read and complete the
cloze activity used for assessment. Students do not appear to make substanial gains in
comprehension as reported by this data however; most students did record some
improvement in comprehension. The focus group made an average improvement in
comprehension of 7.50% (see Figure 10)
Comprehension - Focus Group - Improvment in Ascending Order
60.00%
50.00%
% Movement
40.00%
30.00%
Compre
POST Move %
20.00%
10.00%
0.00%
B
N
G
J
O
D
K
F
H
L
A
E
I
M
C
-10.00%
Stude nts
Figure 4
Data from Figure 4 clearly highlights the limited improvement in comprehension made by
students in the focus group. (Appendix 4) Student C made a highest gain of 50% in
comprehension after the teaching of paraphrasing and synonyms. The lowest percentage
gain was made by students B and N who recorded a -5% improvement after post testing.
Student N has a identified learning disablity and Student B comes from an ESL
background. Three students, G, K and O in the focus group achieved no change in
comprehension skills between the pre test and post test. However, students A, E, Im M
10
and C made pleasing gains of 10% and greater. The median gain made by students in
comprehension was approximately 2.5%.
Synonyms Results - Focus Group
60.00%
50.00%
%Result
40.00%
Synonyms PRE
30.00%
Synonyms POST
20.00%
10.00%
0.00%
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
Stude nts
Figure 5
Data from figure 5 shows a marked improvement in the use of synonyms for all students in
the focus group. (Appendix 4) The lowest pre-test result of 3.75% was achieved by
students C, H and N. The highest pre-test result was 17.59% achieved by Student I. In
post test results, the lowest result of 20% was achieved by student N. The highest result
of 48.75% post-test was achieved by Student G. All students in the focus group made
improvements of at least 20% in their post test results.
Synonyms- Focus Group - Improvment in Ascending Order
40.00%
35.00%
% Movement
30.00%
25.00%
20.00%
Synonyms POST %
15.00%
10.00%
5.00%
0.00%
M
J
N
L
A
F
O
B
I
D
E
C
G
H
K
Stude nts
Figure 6
The data in figure 6 shows the percentage improvement in order of smallest to largest
improvement in synonyms. (Appendix 4) Synonym results for the focus group showed a
gain for all students. The lowest gain was made by Student M who improved by 14%.
The highest gain was made by Student K who made an improvement of approximately
34%. The median gain made by students in the focus group was approximately 25%.
11
TRENDS
Paraphrasing - % M ov e me nt in Te st Re sults
30.00%
25.00%
% Movement
20.00%
15.00%
Para POST Move %
10.00%
5.00%
A
D
A
B
Z
X
V
T
R
P
O
M
K
I
G
E
C
A
0.00%
Students
Figure 7
Data from figure 7 shows the improvement made by all students in paraphrasing.
Students in the focus group made the greatest gains however some students in the control
group also made impressive gains. Student M recorded a 26% movement between pre
and post tests. Student V and AB from the control group made gains of 10% without any
teaching or test scafffolding. It is interesting to note that Student C who was in the focus
group made similar gains in paraphrasing to students in the control group who were not
involved in explicit instruction on how to paraphrase. The data show that teaching
paraphrasing will ensure most students make a substantial gain in the development of this
skill. It is important to note that students V, Z and AB made gains of approximately 5%.
Considering the paraphrasing pre-test was the first attempt at paraphrasing the students
had made, it would seem some talented students will improve without specific teaching of
a skill.
Comprehension - % Movement in Test Results
60.00%
50.00%
%Movement
40.00%
30.00%
20.00%
Compre
POST Move %
10.00%
AD
AB
Z
X
V
T
R
P
O
M
K
I
G
E
C
A
0.00%
-10.00%
-20.00%
Stude nts
Figure 8
Data from figure 8 shows the percentage movement by all students in comprehension.
This data is the percentage improvement made by students from pre to post tests. It is a
mixed bag of results with Student C from the focus group making an improvement of 50%
12
and Student W of the control group making the same improvement. Interestingly, the data
show that there is no marked difference between the results of the focus group (A – 0) and
the control group. (P – AE)
Synonyms - % Movement in Test Results
40.00%
35.00%
%Movement in Results
30.00%
25.00%
20.00%
Synonyms POST %
15.00%
10.00%
5.00%
A
D
A
B
Z
X
V
T
R
P
O
M
K
I
G
E
C
A
0.00%
-5.00%
Students
Figure 9
Data from figure 9 shows the improvement made by all students in their understanding of
synonyms.(Appendix 4) This data records the percentage improvement made by students
from pre to post test. Students in the focus group made the greatest gains however some
students in the control group also made gains. Student V, W and AC from the control
group made gains of approximately 8% without any explicit teaching or test scafffolding.
The focus group results showed the greatest gains in all the tests. The lowest gain made
by a student in the focus group was 14%. The data show that teaching synonyms
contributes to a substantial gain in the development of this skill.
C o m pa ra t iv e A v e ra ge S c o re s - P o s t T e s t s
25.00%
20.00%
15.00%
Ave rage %
Im provem e nts
Focus Group
10.00%
Control Group
5.00%
0.00%
Para POST
Compre
POST
Synonyms
POST
Figure 10
The data show the average percentage improvement of all students using post test
scores.(Appendix 4) Even though the average percentage improvement in comprehension
did not vary greatly between the focus group and the control group, there is still a 7.5%
gain in knowledge by the focus group. The average gains made by the focus group in
13
paraphrasing of 16.53% and 24.56% in the use of synonyms, reflect the understanding
that explicit teaching does actually improve students skills in these areas. It is important to
remember that these results reflect a snapshot of learning before and after ten consecutive
lessons that focussed purely on the teaching of paraphrasing and the use of synonyms.
DISCUSSION
In reflecting on the results of this study there is evidence that teaching students
paraphrasing strategies, including the use of synonyms, enhances comprehension.
Students improved in the use of synonyms and paraphrasing and made some gains in
reading comprehension. The intervention would need to take place over an extended
period of time to bring about significant change in comprehension however; the trends do
indicate positive results. More than half the control group showed increased results in
comprehension in the post tests. Whilst this improvement was small, the students were
explicitly taught the skills of paraphrasing and the use of synonyms during the teaching
sessions. Students have shown an increase in understanding and require further practice
to translate these skills into automatic actions that will contribute to further improvements
in comprehension.
Students in the control group were generally more fluent readers who approached texts
with confidence. Approximately 53% of students in the focus group had been involved in
some form of reading intervention with two students receiving ongoing educational support
for learning difficulties. The boost in paraphrasing knowledge and the use of synonyms by
all students does support the hypothesis that teaching students these strategies of
paraphrasing and the use of synonyms assists comprehension.
Some unexpected results occurred during the teaching and testing of students. Student C
in the focus group had a reading text level of 6 prior to taking part in the teaching sessions.
This student’s record of oral language was 7 at the beginning of the year and they had
been involved in specialist reading sessions daily throughout Term One to improve reading
ability. Student C recorded a 50% improvement in comprehension, a 4% improvement in
paraphrasing and a 25% improvement in the use of synonyms. This student has an E.S.L
background and came to school speaking very little English. For this student the results
have been substantial. The teaching of paraphrasing and the use of synonyms has made
a valuable impact on the student’s ability to comprehend text.
Students M and N in the focus group showed interesting results post testing. Both of these
students receive ongoing support because of learning difficulties. Both showed
improvement of approximately 14% in using synonyms and approximately 10% in
paraphrasing. It was a surprise that Student N recorded a -5% decline in comprehension
results. This student often rushes to complete his work and struggles with comprehending
texts he has read. With further intervention over an extended period, l anticipate that
Student N would achieve better results.
The use of the RAP acronym was beneficial in helping students remember the steps of the
strategy as suggested Schumaker, Denton and Deshler 1984. When asked what steps to
follow when paraphrasing, students were confidently able to repeat the steps involved.
The ability to articulate the procedure when paraphrasing a text, assists in promoting the
students self belief that they are able to paraphrase. However, repeating the steps to
paraphrasing does not necessarily equate to learning or the embedding of an action,
students will automatically use when reading. It has been post teaching and testing that
the benefits of this study have been observed. When working in small ability groups,
students have been spontaneously paraphrasing what they have read. When asked what
14
they were doing, one student responded “It helps me to understand what l have read.” This
knowledge that paraphrasing assists comprehension shows the students understand how
to make sense of sentences.They understand what to do and why they need to do it. This
knowledge of how to understand text meaning should improve students’ comprehension.
At the end of each teaching sessions students discussed what they had learnt and shared
how they felt about learning to paraphrase and how to use synonyms. Students agreed
that at the beginning, paraphrasing was difficult and thinking of synonyms instead of using
the same trusted words was challenging. Students recorded their feelings on a table and
during the course of the teaching showed improvement in self belief and their ability to
complete the set tasks. Now if students are asked to paraphrase or to think of synonyms
when writing, they respond confidently because they believe they are able to do it.
The intervention involving the use of synonyms was particularly challenging for the focus
group. These students typically used safe, uninteresting, simplistic words when discussing
a text. The focus group found it difficult to generate synonyms. They were not used to
thinking about what words really mean and how the meanings of words can change the
meaning of a text. Lots of discussion took place throughout the teaching sessions about
word meanings and synonyms. The students have developed an improved bank of words
to assist them with reading. Students in the focus group are now able to better describe
the characters in texts and often use synonyms generated during our study in classroom
discussions. All synonyms are still displayed around the classroom and a positive benefit
of this is the increased use of these words in the students writing. Students have also
shown improvement in thinking carefully about what words mean and using more
descriptive vocabulary when discussing text. I believe this a direct result of their greater
understanding of synonyms and how to use them effectively.
During the early teaching sessions students chose to replace key words for synonyms. As
the intervention progressed, the students gained confidence at attempting to paraphrase
the whole sentence and substitute two or three key words for synonyms. This
demonstrated the students’ certainty in applying what they had learnt to practical
examples.
Students in the focus group did experience some difficulty when learning to use synonyms
particularly ensuring the synonyms being substituted, maintained the same meaning as
words in the text. It became apparent that the students needed to reread the sentence
containing the supplemented synonym to ensure meaning had not been changed. Some
students found this difficult and required further assistance to understand that the synonym
must have the same meaning as the word it replaced.
There are a number of factors to be considered if repeating this study or continuing
teaching sessions to these students. Anecdotal notes from the sessions indicate that
initially some students rushed when paraphrasing texts and unwittingly changed text
meaning.This situation was easy to rectify because lower level texts were used in the
paraphrasing activities and students who were identified as changing text meaning,
worked in partnership with the teacher to overcome this issue. It is important to keep
anecdotal records during each session to ensure that all students benefit fully from the
intervention. Students could not begin paraphrasing more complex texts until fully
competent at restating a simple text.
Postive directions for further research would include re-testing the focus group again in the
near future, to see whether or not the strategies of paraphrasing and synonym use are
embedded in their working knowledge. This review could check the automaticity of the
students’ knowledge of these skills. It would provide further data regarding improvements
15
in comprehension. This concrete evidence could further enhance the hypothesis that
teaching paraphrasing and the use of synonyms improves comprehension. It would
provide evidence that the students can transpose their knowledge of paraphrasing and the
use of synonyms into greater comprehension. Teaching a whole class group these
strategies has improved students’ results after intervention. Revision and practise of these
strategies would further assist students in ensuring the automaticity of their use and further
aid the students in improving comprehension. As John Munro (2005) stated ‘Paraphrasing
assists literal comprehension by teaching students how to talk about the ideas in a topic.’
All students must be able to read and discuss a text if they are to truly understand the
message of the author.
The results suggest that teaching the use of synonyms and how to paraphrase a text are a
successful strategy and should be explicitly taught to assist students in improving their
reading comprehension.
16
BIBLIOGRAPHY / REFERENCES
Dymock S. & Nicholson T. (1999) Reading Comprehension- What is it? How do you teach it?
New Zealand Council for Educational Research, New Zealand.
Harvey, S. & Goudvis, A. (2000) Strategies That Work - Teaching Comprehension to Enhance
Understanding. Stenhouse Publishers
Shumaker, J.B., Denton, P.H. & Deshler, D.D. (1984) Learning Strategies Curriculum: The
Paraphrasing Strategy. Lawrence: University of Kansas.
Fisk, C. & Hurst B (2003) Paraphrasing for Comprehension. The Reading Teacher, October,
Volume 57, Issue 2, p 182 -185
Lee, S.W. & Von Colln, T. (2003) The Effect of Instruction in the Paraphrasing Strategy on
Reading Fluency and Comprehension. University of Kansas, 18p.
Hagaman, Jessica L. and Reid, Robert. (2008) The effects of the Paraphrasing Strategy on the
Reading Comprehension of Middle School Students at Risk for Failure in Reading.
Remedial and Special Education Vol 29 No. 4 August p 222 -234
Resources
Munro J. ( 2005) Comprehension – Paraphrasing Strategy In Literacy
Intervention strategies lecture notes, 2009.
17
APPENDIX 1
PRE AND POST TESTS
PARAPHRASING TASK: GROUP ADMINISTRATION
PRE AND POST TESTING
ADAPTED BY THE TEACHER
STUDENT WORK SHEET
Student Name __________________ Grade ____________ Date__________
The cat was chewing the food.
The child was running quickly.
Take your snack out of the tub.
The hen was pecking the ground.
The sparrows were whistling in the trees.
18
The road was narrow and twisting.
The two friends chatted while they ate their sandwiches.
The lady chopped fruit while the child drank the glass of
soft drink.
They were gripping the bike tightly showing fear on their
faces.
The apes were sheltering in the scrub as the predator
searched for them.
Copyright© John Munro 2005
19
APPENDIX 1
COMPREHENSION TEST
NAME:_______________________________
The House in the Tree
Dad made a house in the tree for Jessica and little Daniel.
Jessica helped _______. She liked climbing _______. Jessica
liked playing in the tree _______. She liked ___________
down at the house and garden and cows. She saw Daniel in the
garden.
“Come on, Daniel, “she said. “You come ______ too.” “I
can’t __________ up,” said Daniel. “You come down and
help me _________ up, Jessica. I’m not big like ________.”
And he cried.
Jessica came _________ and she helped little Daniel ________
up.
“Come on. Up you get,” she said.
Gran saw Jessica helping _________. “He is too _______ to
climb up to the tree house,” said Gran.
“He likes ___________ with Jessica,” said Dad.
In the afternoon Dad looked after Daniel, and Gran and
__________ went shopping.
“It’s ___________ birthday on Saturday,” said Gran. “Here’s
the toy __________.” Jessica _________ in the toyshop
window and she saw a rope ladder.
“Can we get it for Daniel?” she said.
“Yes, let’s get the rope __________!” said Gran. On his
__________ Daniel said, “Look at me! I can __________ up
to the tree house like Jessica!”
20
APPENDIX 1
Synonyms Task: Student Form
Student name: _______________________________ Grade: ____________ Date: __________
First Word
Additional Words
1.
small
2.
Fast
3.
old
4.
sick
5.
car
6.
shoe
7.
child
8.
fat
9.
walk
10.
cat
Copyright© John Munro 2005
ADAPTED BY TEACHER
21
APPENDIX 2
DATA OF PARTICIPANTS IN RESEARCH STUDY
N
a
m
e
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
A
A
A
B
A
C
A
D
A
E
0=
Focu
s
Grou
p1=
Contr
ol
Grou
p
LNSL
N
fundin
g0=
none
1=
SLD 2
= ID
EARL
Y
INTER
VENTI
ON 0
=
None
1 = RR
2=
Speci
alist
Teach
ing
Grp
ROL
2008
2009
(Cla
ss)
Text
Leve
l Feb
09
EMA
No=
0
Yes=
1
Attend
ance
No of
sessio
ns (10)
Para
PRE
Para
Com
POS
Co
T
Comp
PRE
Comp
re
POST
0
2
2
0
1
0
0
1
0
1
0
1
1
1
0
0
2
0
0
1
0
0
1
1
0
0
17
24
7
36
32
22
39
13
19
14
27
35
18
14
15
37
33
40
16
16
23
41
38
29
24
28
20
13
6
22
13
28
28
14
27
17
27
19
21
18
21
28
10
17
19
4
20
28
15
20
25
28
0
1
1
0
0
0
0
1
1
1
0
1
0
1
1
1
1
1
1
1
0
0
1
1
0
1
10
10
9
10
9
10
10
10
10
10
10
8
10
10
10
0
0
0
0
0
0
0
0
0
0
0
5
3
4
7
2
3
8
2
0
1
5
2
2
2
3
5
1
1
2
1
1
8
0
4
5
4
12
5
12
15
12
14
19
11
9
9
15
15
8
7
10
7
3
4
2
1
6
9
2
5
6
9
25
21
6
32
27
29
38
34
22
29
37
29
20
27
29
24
12
18
33
0
23
38
3
36
22
36
29
19
26
33
32
30
38
35
29
29
38
30
28
25
29
32
16
20
32
0
25
37
23
36
34
39
Sy
no
ny
m
s
PR
E
6
3
3
10
7
8
14
3
10
6
10
11
13
3
7
16
4
10
2
4
0
5
2
10
15
15
0
1
14
25
1
0
1
5
33
33
11
13
0
0
0
33
28
0
0
7
8
36
40
12
18
2
1
0
0
23
28
1
0
4
6
38
33
10
14
1
2
0
0
0
30
20
0
0
5
6
32
36
12
12
1
2
1
0
2
16
20
1
0
2
4
21
25
4
10
Age
in
MON
THS
Gen
der
0=
Fem
ale
1=M
ale
Yrs
of
scho
oling
ESL
No=
0
Yes=
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
69
71
69
86
74
84
84
85
86
86
88
89
89
85
90
77
70
69
77
73
67
69
91
90
80
85
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
0
0
0
0
1
0
0
0
0
0
0
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
2
2
2
2
2
1
1
1
0
1
0
1
1
0
1
1
0
1
0
1
1
0
0
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
1
81
0
2
1
1
91
0
2
1
86
1
1
85
1
85
Compre
22
Syno
nyms
POS
T
23
23
28
33
30
27
39
29
3
9
37
25
24
16
26
16
6
9
6
8
5
9
8
11
15
20
APPENDIX 3
LESSON PLANS
LESSON 1 PARAPHRASING
Introduce the strategy: We are learning things you can do to help you read. One thing you can do
is to make a picture in your head. Today we are going to learn another thing you can do that will
help you to remember what you have read. It is called paraphrasing.
This is what you can do – tell yourself what you have read. After you have read a sentence, you say
it to yourself, in your own way. You try to change as many words as you can. We will begin by
doing this with sentences and then pairs of sentences and paragraphs.
Let’s practise it.
Teacher models paraphrasing and cues student activity. Look at the first sentence. I will read it
and l want you to read it to yourself with me. Then l will try and say it another way. Then you can
try and say it another way.
Sentence read
Teacher
One day there
One day there
was a Knock! Knock!
There was a bang
Knocking! At
on the lady’s door.
her door.
“Come in,”
said the old
Woman.
“Enter,” said the
aged lady.
In came two
big, big, feet.
A pair of large
feet came in the
Door.
“Oh how
funny,” said
The old
Woman.
“That looks funny”
said the aged lady.
Students paraphrase
23
Teacher reviews the action: Let us look at what we did here. We read each sentence and then said
it in other ways. See how it helped to understand what the text said.
Do you have any questions?
Teacher models and students practise. Let’s do this together with some more sentences.
Examples
• In came two thin, thin legs. They sat on the big, big feet on the cold, cold floor.
Next entered a pair of skinny, bony legs. They rested on the large feet on the freezing floor.
Teacher reviews the action: What did you tell yourself to do when you paraphrase?
Students transfer the action into practise: Students revise what we have learnt today and complete
activity revising paraphrasing.
Students paraphrase sentences individually. Now you are going to practise doing this to some
sentences by yourself. Try to think of a diffierent way of saying each sentence. Read each sentence.
Say it to yourself in another way and write down what you thought of. Try not to use words that are
in each sentence.
Students complete paraphrasing activity with a partner. Teacher has sentences already
prepared on large sheets of paper. Each pair to complete 2 sentences. Pairs return to whole
group and share their paraphrasing.
Students review what they did: This is the end of our first session – can you tell me what you
know about paraphrasing and what steps you should follow to paraphrase a text.
Possible answers
1. The first step in paraphrasing is to read a text.
2. The second step is to ask yourself what are the main ideas in the sentence.
3. The third step is to put the main ideas in your own words using complete sentences.
4. Try to change as many words as you can.
24
LESSON 2 PARAPHRASING
Revisit the strategy: We are learning things you can do to help you read. One thing you can do is
to make a picture in your head. Today we are going to practise another thing you can do that will
help you to remember what you have read. It is called paraphrasing.
WHAT STEPS CAN YOU FOLLOW WHEN PARAPHRASING – LETS REVISE
PARAPHRASING
Read the text
Ask yourself questions about the text
Put the ideas into your own words
Try to change as many words as you can
Teacher models paraphrasing and cues student activity – Lets visit the sentences we
paraphrased yesterday to remind us how to do it. Each group reads out their paraphrased
sentence from previous day and the teacher, using the steps above, models the correct technique for
paraphrasing.
Students transfer the action into practise: Teacher reads a text called Who’s that knock, knock,
knocking at my door. Teacher models how to paraphrase a sentence from the story.
Students work in pairs to complete paraphrasing activity. Teacher moves between groups
ensuring groups are using correct steps to paraphrasing.
Students complete paraphrasing activity with a partner. Students share some of their
paraphrasing examples with the whole class.
Students review what they did: Revisit the steps to follow when paraphrasing.
Discuss how you felt when paraphrasing today – look at evaluation on bottom of activity and
encourage students to share their feelings about paraphrasing. Remind students that when you start
anything new it is going to be hard but with practise it should get easier.
Students review what they did: Can you tell me what you know about paraphrasing and what
steps you should follow to paraphrase a text.
25
LESSON 2
PARAPHRASING
One day there was a Knock! Knock! Knocking at her
door.
In came two big, big feet.
In came two fat, fat hands. They popped onto the short,
short arms.
In came a round, round head.
It hopped up on that wide, wide body
with the short, short arms
and the thin, thin legs
on the big, big feet
on the cold, cold floor.
How did you feel about paraphrasing today?
(Unsure)
(Ok)
(Great)
1
2
3
4
5
26
LESSON 3 PARAPHRASING
Revisit the strategy: We are learning things you can do to help you read. One thing you can do is
to make a picture in your head. Today we are going to practise another thing you can do that will
help you to remember what you have read. It is called paraphrasing.
WHAT STEPS CAN YOU FOLLOW WHEN PARAPHRASING – LETS REVISE
PARAPHRASING
Read the text
Ask yourself questions about the text
Put the ideas into your own words
Try to change as many words as you can
Teacher models paraphrasing and cues student activity – Lets visit the sentences we
paraphrased yesterday to remind us how to do it. Each group reads out their paraphrased
sentence from previous day and the teacher, using the steps above, models the correct technique for
paraphrasing.
Students transfer the action into practise: Teacher reads a text called The Fierce Old Woman Who
Lived In The Cosy Cave. Teacher to model how to paraphrase a sentence from the story.
Students work in pairs to complete paraphrasing activity. Teacher moves between groups
ensuring groups are using correct steps to paraphrasing.
Students complete paraphrasing activity with a partner. Students share some of their
paraphrasing examples with the whole class.
Students review what they did: Revisit the steps to follow when paraphrasing.
Discuss how you felt when paraphrasing today – look at evaluation on bottom of activity and
encourage students to share their feelings about paraphrasing. Remind students that when you start
anything new it is going to be hard but with practise it should get easier.
Students review what they did: Can you tell me what you know about paraphrasing and what
steps you should follow to paraphrase a text.
27
LESSON 3
STUDENT ACTIVITY
She was small.
But she was fierce when she needed to be!
The bear crashed through the forest and stopped outside the c
cosy cave.
“She is too fierce for me,” said the bear and off he went.
The dragon thundered through the forest and stopped
outside the cosy cave.
How do l feel about paraphrasing today? (Please circle)
(Unsure)
1
2
(Ok)
3
4
(Great)
5
28
LESSON 4 PARAPHRASING AND THE USE OF SYNONYMS
Revise the strategy:
WHAT STEPS CAN YOU FOLLOW WHEN PARAPHRASING
PARAPHRASING
Read the text
Ask yourself questions about the text
Put the ideas into your own words
Try to change as many words as you can
Teacher revisits paraphrasing examples from yesterday’s session. Look at the first sentence from
the story The Fierce Old Woman Who Lived In the Tiny Cave.
She was small.
Students have paraphrased this sentence to say - She was little.
She was tiny.
Little and tiny are synonyms for small. Today we are going to learn about synonyms and what they
are. Synonyms are words that have a similar meaning to another word. For example, small can
mean tiny and little. Understanding what synonyms are can help us when we are paraphrasing.
Teacher models the use of synonyms when paraphrasing and cues student activity.
Lets visit some sentences we have already paraphrased and try to change the synonyms in each
sentence.
e.g. One day there was a knock at the door. Can you think of a synonym for knock?
List examples and rewrite the sentence with the new synonym.
Teacher reviews the action: What did we change in these sentences. How can synonyms help
us when we paraphrase?
Teacher models and students practise. Let’s do this together with some more sentences.
Teacher reviews the action: How do synonyms help us when we paraphrase?
Let’s practise thinking about some more synonyms now. If we can change words in a sentence
for a synonym then this will help us to paraphrase better. Complete student activity
individually.
Students review what they did: This is the end of our session – can you tell me what you know
about paraphrasing and what steps you should follow to paraphrase a text. Can you tell me
why knowledge of synonyms is important when paraphrasing?
29
LESSON 4 PARAPHRASING AND THE USE OF SYNONYMS
STUDENT ACTIVITY
SYNONYMS
1.
2.
3.
4.
5.
6.
small
cave
angry
called
flapped
fierce
How do l feel about SYNONYMS today? (Please circle)
(Unsure)
1
2
(Ok)
3
4
(Great)
5
30
LESSON 5
REVISION OF PARAPHRASING STRATEGY
Revisit the strategy: What steps do you follow when paraphrasing? Students
take turns to say all the steps of paraphrasing. Discuss why a synonym helps us
when we are paraphrasing?
Teacher models paraphrasing. Teacher revisits some examples of paraphrasing on display
around the classroom.
Revisit - What are synonyms? Read through examples of synonyms displayed in classroom and add
further examples when possible.
Synonyms are words that have a similar meaning to another word.
Today we are going to do something a little different. We are going to use our knowledge of
paraphrasing in our writing. I am going to reread the story-Who’s That Knocking At My Door?
When l have finished reading the story you are going to paraphrase the story in your own words.
Remember to use synonyms to help you so you can change as many of the original words from
the story as possible.
Students are allowed 20 minutes of silent writing to paraphrase the story.
Students share some of their paraphrasing with the group.
Evaluation of paraphrasing – discuss as a class.
How do l feel about Paraphrasing today? (Please circle)
(Unsure)
(Ok)
(Great)
1
2
3
4
5
Students review what they did:
This is the end of our session – Can you tell me what you know about paraphrasing and what steps you
should follow to paraphrase a text. Can you tell me why knowledge of synonyms is important when
paraphrasing?
31
LESSON 6 PARAPHRASING AND SYNONYMS
Revisit the strategy: What steps do you follow when paraphrasing? Students
take turns to say all the steps of paraphrasing.
Teacher models paraphrasing by revisiting examples displayed around classroom.
Revisit - What are synonyms?
Synonyms are words that have a similar meaning to another word.
Teacher revisits synonym charts on display around room. Students are encouraged to add to chart
when possible.
Students transfer the action into practise: Teacher reads a text called Phillipa and The Dragon.
Teacher models how to paraphrase sentences from the story. Discuss with students synonyms for the
words cry and hungry. Encourage students to say each sentence with the synonym to ensure meaning
is maintained.
Students transfer the action into practise: Students complete a paraphrasing activity
individually. Teacher to roam and check progress of students.
Students review what they did: Students share samples of their paraphrasing – Teacher
discusses results and highlights improvements made by students. Share synonyms used in
paraphrasing and add to list for display in classroom.
Discuss how you felt when paraphrasing today – look at evaluation on bottom of activity and
encourage students to share their feelings about paraphrasing. Ask students if they feel like they are
improving at paraphrasing and why they feel that way.
Students review what they did: Can you tell me what you know about paraphrasing and what
steps you should follow to paraphrase a text.
32
Paraphrasing
Lesson 6
STUDENT ACTIVITY
Last week a dragon came to our school. He stomped into
the classroom without even knocking.
Some children hid and some children howled. But Philippa, quiet little
Philippa, went on reading.
The dragon stopped roaring. He began to cry. “I’m hungry
And no one will play with me,” he sobbed.
How do l feel about paraphrasing today?(Please circle)
(unsure)
(Ok)
(great)
1
2
3
4
5
SYNONYMS
1.
2.
3.
4.
5.
quiet
little
hungry
roared
cry
33
LESSON 7 PARAPHRASING AND SYNONYMS
Revisit the strategy: What steps do you follow when paraphrasing? Students
take turns to say all the steps of paraphrasing.
Teacher models paraphrasing by revisiting examples displayed around classroom.
Revisit - What are synonyms?
Synonyms are words that have a similar meaning to another word. Teacher revisits synonym
charts on display around room. Students are encouraged to add to chart when possible.
Students transfer the action into practise: Teacher reads a text called Miss Grimble. Teacher
models how to paraphrase sentences from the story. Discuss with students synonyms for the words old
and grump. Encourage students to say each sentence with the synonym to ensure meaning is
maintained.
Students transfer the action into practise: Students complete a paraphrasing activity
individually. Teacher to roam and check progress of students.
Students review what they did: Students share samples of their paraphrasing – Teacher
discusses results and highlights improvements made by students. Share synonyms used in
paraphrasing and add to list for display in classroom.
Discuss how you felt when paraphrasing today – look at evaluation on bottom of activity and
encourage students to share their feelings about paraphrasing. Ask students if they feel like they are
improving at paraphrasing and why they feel that way.
Students review what they did: Can you tell me what you know about paraphrasing and what
steps you should follow to paraphrase a text. How do synonyms help us when we are
paraphrasing?
34
Paraphrasing Lesson 7
Miss Grimble
Henri and Molly’s mother was going on a holiday.
“Miss Grimble will look after you,” she said.
“ I hope Miss Grimble is not too old,” said Molly.
“She doesn’t look like a grump.”
How do l feel about paraphrasing today?(Please circle)
(unsure)
(ok)
(great)
1
2
3
4
5
SYNONYMS
make
backyard
kick
35
LESSON 8 PARAPHRASING AND SYNONYMS
Revisit the strategy: What steps do you follow when paraphrasing? Students
take turns to say all the steps of paraphrasing.
Teacher models paraphrasing by revisiting examples displayed around classroom.
Revisit - What are synonyms?
Synonyms are words that have a similar meaning to another word. Teacher revisits synonym
charts on display around room. Students are encouraged to add to chart when possible.
Students transfer the action into practise: Teacher reads a text called What Tommy did. Teacher
models how to paraphrase sentences from the story. Discuss with students synonyms for the words
clothes and catch. Encourage students to say each sentence with the synonym to ensure meaning is
maintained.
Students transfer the action into practise: Students complete a paraphrasing activity
individually. Teacher to roam and check progress of students.
Students review what they did: Students share samples of their paraphrasing – Teacher
discusses results and highlights improvements made by students. Share synonyms used in
paraphrasing and add to list for display in classroom.
Discuss how you felt when paraphrasing today – look at evaluation on bottom of activity and
encourage students to share their feelings about paraphrasing. Ask students if they feel like they are
improving at paraphrasing and why they feel that way.
Students review what they did: Can you tell me what you know about paraphrasing and what
steps you should follow to paraphrase a text. How do synonyms help us when we are
paraphrasing?
36
Paraphrasing Lesson 8
What Tommy Did?
Guess what Tommy did when he stayed at our place.
He tried to put clothes on the dog.
He tried to give the cat a bath.
He put a blanket over the bird cage.
How do l feel about paraphrasing today?(Please circle)
(unsure)
(ok)
(great)
1
2
3
4
5
SYNONYMS
catch
backyard
dog
37
LESSON 9 PARAPHRASING AND SYNONYMS
Revisit the strategy: What steps do you follow when paraphrasing? Students
take turns to say all the steps of paraphrasing.
Teacher models paraphrasing by revisiting examples displayed around classroom.
Revisit - What are synonyms?
Synonyms are words that have a similar meaning to another word. Teacher revisits synonym
charts on display around room. Students are encouraged to add to chart when possible.
Students transfer the action into practise: Teacher reads a text called Run Finny Run. Teacher
models how to paraphrase sentences from the story. Discuss with students synonyms for the words run
and fast. Encourage students to say each sentence with the synonym to ensure meaning is maintained.
Students transfer the action into practise: Students complete a paraphrasing activity
individually. Teacher to roam and check progress of students.
Students review what they did: Students share samples of their paraphrasing – Teacher
discusses results and highlights improvements made by students. Share synonyms used in
paraphrasing and add to list for display in classroom.
Discuss how you felt when paraphrasing today – look at evaluation on bottom of activity and
encourage students to share their feelings about paraphrasing. Ask students if they feel like they are
improving at paraphrasing and why they feel that way.
Students review what they did: Can you tell me what you know about paraphrasing and what
steps you should follow to paraphrase a text. How do synonyms help us when we are
paraphrasing?
38
Paraphrasing Lesson 9
Run Finny Run
Finny is a circus elephant. She moves from town to town.
She can’t see the train but she wants to get away from the noise.
The dogs bark and bark but they cannot find Finny.
The noisy dogs and helicopters frighten Finny so much she runs out
of the trees.
How do l feel about paraphrasing today?(Please circle)
(unsure)
(ok)
(great)
1
2
3
4
SYNONYMS
5
bark
fast
run
39
LESSON 10 PARAPHRASING AND SYNONYMS
Revisit the strategy: What steps do you follow when paraphrasing? Students
take turns to say all the steps of paraphrasing.
Teacher models paraphrasing by revisiting examples displayed around classroom.
Revisit - What are synonyms?
Synonyms are words that have a similar meaning to another word. Teacher revisits synonym
charts on display around room. Students are encouraged to add to chart when possible.
Students transfer the action into practise: Students complete a paraphrasing activity
individually. This activity is not based on a text but rather on random sentences and synonyms
not discussed previously Teacher to roam and check progress of students.
Students review what they did: Students share samples of their paraphrasing – Teacher
discusses results and highlights improvements made by students. Share synonyms used in
paraphrasing and add to list for display in classroom.
Discuss how you felt when paraphrasing today – look at evaluation on bottom of activity and
encourage students to share their feelings about paraphrasing. Ask students if they feel like they are
improving at paraphrasing and why they feel that way.
Students review what they did: Can you tell me what you know about paraphrasing and what
steps you should follow to paraphrase a text. How do synonyms help us when we are
paraphrasing?
40
PARAPHRASING
Lesson 10
The cat was running away from the dog.
The monkeys were playing near the trees.
The girl ate her lunch.
The boy was scared when he was on the horse.
“Stop talking Megan!” said the teacher.
41
SYNONYMS
children
food
big
angry
How do l feel about paraphrasing today?
(unsure)
(ok)
(great)
1
2
3
4
5
What steps would you take when paraphrasing?
1.
2.
3.
4.
42
Appendix 3
TEXTS USED DURING LESSONS
1. Who’s that knocking at my door?
2. The fierce old woman who lived in the tiny cave.
3. Phillipa and the dragon.
4. Miss Grimvble.
5. What Tommy did?
6. Run Finny Run.
All texts were selected from class sets used in small reading sessions within the school. Levels
ranged from 12 – 15.
43
APPENDIX 4
DATA CONVERSIONS
Raw data converted to percentage results
Name
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
0 or 1
Teaching/Control
Group
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
Name
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Para
PRE
10.00%
6.00%
8.00%
14.00%
4.00%
6.00%
16.00%
4.00%
0.00%
2.00%
10.00%
4.00%
4.00%
4.00%
6.00%
10.00%
2.00%
2.00%
4.00%
2.00%
2.00%
16.00%
0.00%
8.00%
10.00%
Para
POST
24.00%
10.00%
24.00%
30.00%
24.00%
28.00%
38.00%
22.00%
18.00%
18.00%
30.00%
30.00%
16.00%
14.00%
20.00%
14.00%
6.00%
8.00%
4.00%
2.00%
12.00%
18.00%
4.00%
10.00%
12.00%
Compre
PRE
62.50%
52.50%
15.00%
80.00%
67.50%
72.50%
95.00%
85.00%
55.00%
72.50%
92.50%
72.50%
50.00%
67.50%
72.50%
60.00%
30.00%
45.00%
82.50%
0.00%
57.50%
95.00%
7.50%
90.00%
55.00%
Compre
POST
72.50%
47.50%
65.00%
82.50%
80.00%
75.00%
95.00%
87.50%
72.50%
72.50%
95.00%
75.00%
70.00%
62.50%
72.50%
80.00%
40.00%
50.00%
80.00%
0.00%
62.50%
92.50%
57.50%
90.00%
85.00%
Synonyms
PRE
7.50%
3.75%
3.75%
12.50%
8.75%
10.00%
17.50%
3.75%
12.50%
7.50%
12.50%
13.75%
16.25%
3.75%
8.75%
20.00%
5.00%
12.50%
2.50%
5.00%
0.00%
6.25%
2.50%
12.50%
18.75%
Synonyms
POST
28.75%
28.75%
35.00%
41.25%
37.50%
33.75%
48.75%
36.25%
37.50%
23.75%
46.25%
31.25%
30.00%
20.00%
32.50%
20.00%
10.00%
11.25%
7.50%
5.00%
6.25%
16.25%
10.00%
13.75%
20.00%
Z
1
Z
8.00%
18.00%
90.00%
97.50%
18.75%
22.50%
AA
1
AA
2.00%
10.00%
82.50%
82.50%
13.75%
16.25%
AB
1
AB
14.00%
16.00%
90.00%
100.00%
15.00%
26.25%
AC
1
AC
8.00%
12.00%
95.00%
82.50%
12.50%
18.75%
AD
1
AD
10.00%
12.00%
80.00%
90.00%
15.00%
16.25%
AE
1
AE
4.00%
8.00%
52.50%
62.50%
5.00%
12.50%
44
Appendix 4
Conversion of raw data into percentages
Data show ing percentage movement betw een pre and post tests by students in
focus and control groups.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
Para
POST
Move %
14.00%
4.00%
16.00%
16.00%
20.00%
22.00%
22.00%
18.00%
18.00%
16.00%
20.00%
26.00%
12.00%
10.00%
14.00%
4.00%
4.00%
6.00%
0.00%
0.00%
10.00%
2.00%
4.00%
2.00%
2.00%
10.00%
8.00%
2.00%
4.00%
2.00%
4.00%
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
Compre
POST
Move %
10.00%
-5.00%
50.00%
2.50%
12.50%
2.50%
0.00%
2.50%
17.50%
0.00%
2.50%
2.50%
20.00%
-5.00%
0.00%
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
20.00%
10.00%
5.00%
-2.50%
0.00%
5.00%
-2.50%
50.00%
0.00%
30.00%
7.50%
0.00%
10.00%
-12.50%
10.00%
10.00%
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
Synonyms
POST %
21.25%
25.00%
31.25%
28.75%
28.75%
23.75%
31.25%
32.50%
25.00%
16.25%
33.75%
17.50%
13.75%
16.25%
23.75%
0.00%
5.00%
-1.25%
5.00%
0.00%
6.25%
10.00%
7.50%
1.25%
1.25%
3.75%
2.50%
11.25%
6.25%
1.25%
7.50%
45
Appendix 4
Conversion of raw data to percentages
Percentage Movement in Data in Ascending Order
Para
POST
Move
%
B
N
M
A
O
C
D
J
H
I
E
K
F
G
L
4.00%
10.00%
12.00%
14.00%
14.00%
16.00%
16.00%
16.00%
18.00%
18.00%
20.00%
20.00%
22.00%
22.00%
26.00%
Average
16.53%
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
4.00%
4.00%
6.00%
0.00%
0.00%
10.00%
2.00%
4.00%
2.00%
2.00%
10.00%
8.00%
2.00%
4.00%
2.00%
4.00%
Average
4.00%
Compre
POST
Move %
B
N
G
J
O
D
K
F
H
L
A
E
I
M
C
-5.00%
-5.00%
0.00%
0.00%
0.00%
2.50%
2.50%
2.50%
2.50%
2.50%
10.00%
12.50%
17.50%
20.00%
50.00%
Synonyms
POST %
M
J
N
L
A
F
O
B
I
D
E
C
G
H
K
7.50%
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
20.00%
10.00%
5.00%
-2.50%
0.00%
5.00%
-2.50%
50.00%
0.00%
30.00%
7.50%
0.00%
10.00%
-12.50%
10.00%
10.00%
8.75%
13.75%
16.25%
16.25%
17.50%
21.25%
23.75%
23.75%
25.00%
25.00%
28.75%
28.75%
31.25%
31.25%
32.50%
33.75%
24.58%
P
Q
R
S
T
U
V
W
X
Y
Z
AA
AB
AC
AD
AE
0.00%
5.00%
-1.25%
5.00%
0.00%
6.25%
10.00%
7.50%
1.25%
1.25%
3.75%
2.50%
11.25%
6.25%
1.25%
7.50%
4.22%
46
Appendix 4
Conversion of raw data to percentages
Comparative Averages in Results for the focus and control group
Averages
Compre
POST
Para POST
Synonyms
POST
Focus
Group
7.50%
16.53%
24.58%
Control
Group
8.75%
4.00%
4.22%
47
48