Fundamentals of Paraphrasing and Summarizing (SP)

2. Teach the Strategy with Fidelity

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  • Last updated August 31, 2022 at 7:37 AM
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Teach the strategy in its entirety to a person or class, following the instructional steps in the manual (*may link to Fidelity of Implementation (FI) evidence if you've already earned this badge).

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Link outlining evidence of teaching the strategy with fidelity

Google Docs

FPS_TeachtheStrategy

Fundamentals of Paraphrasing and Summarizing Teach the Strategy with Fidelity Josefina Miller (Josie)
josie 5 months ago

Presentation ppt.

ktbradbury 8 months ago

Linking to IF.

Google

Paraphrasing/Summarizing Student - Google Drive

ktbradbury Almost 2 years ago

PDL Evaluation

ksadler Over 4 years ago

Taught with a classroom of 20 students.

I used the Fundamentals of Paraphrasing and Summarizing with a classroom of struggling readers. After I returned from the PD, I taught the lessons following the book explicitly. 
jcholleman Over 4 years ago

11/2/18-4/2/19

I tutored one fifth grade student through the strategy, using the steps outlined in the manual.
mhowie About 5 years ago

I taught a student the strategy in its entirety. https://drive.google.com/drive/folders/1q0DwFYbolnNCms2PFMkLE6e4DU_mGt6d

rstallings Almost 6 years ago

Lesson used to teach Fundamentals of Paraphrasing and Summarizing.

rebekahallen Almost 6 years ago

I instructed 30 tenth grade students in this strategy for my doctoral dissertation on teaching students to produce written summaries.

Employing a pretest-posttest comparison group design to determine the Written Summarization Strategy's effect, I instructed the experimental group of students in the Fundamentals of Paraphrasing and Summarizing Strategy as the foundation for the Written Summarization Strategy. Based on the literature, good summarizers (a) begin summarizing immediately as they read, (b) attend to structure and know where important information is found, (c) employ a set of rules for summarizing, (d) use judgement and effort to read skeptically by self-questioning, (e) underline and cross out information while they read, and (f) polish their final products.

Instruction took place over 11 sessions and the classes included students with disabilities and typically achieving students.  The results for students with and without disabilities  revealed a statistically significant difference between the pre- and the post-test scores for students who participated in the instruction.  Difference from pretest to posttest for students with disabilities was 26% to 76%, and for all other students 27% to 86%.3 
pattygraner Over 8 years ago