The following includes a list of learning strategies that I have implemented as part of my apprenticeship experience.
1. Word Mapping Strategy
2. Word Identification Strategy
3. Self-Questioning Strategy
4. Fundamentals of Paraphrasing & Summarizing
5. Possible Selves
6. Inference Strategy
7. Visual Imagery
As I look back on the experiences I had this year teaching Xtreme Reading, teaching Fundamentals of Paraphrasing and Summarizing sticks out in my mind the most. My background is in teaching secondary English, and I actually started my career teaching ninth grade students. When those students stepped into my room, I expected them to be able to paraphrase and summarize at least at a basic level. However, I quickly realized that this was a skill many of them didn't have, even my brightest students, and I was also really at a loss of where to start in teaching students how to paraphrase.
Fast forward to several years later when I was able to attend SIM training and had the opportunity to learn and teach Fundamentals of Paraphrasing and Summarizing, and my life is changed! The process of teaching paraphrasing is taught from the basics of simply identifying synonyms of words. When I began in the early lessons of the strategy, I quickly realized the limited vocabulary of some of my students caused them to have difficulty finding a synonym for a word. Of course, this would make paraphrasing large portions of text even more difficult for them. We were able to spend some time looking closer at synonyms and words with similar meanings as we moved forward into paraphrasing phrases and then sentences. When I first started teaching, I would have never thought to go all the way down to individual words to begin teaching paraphrasing. However, it makes complete sense.
As my students were able to paraphrase words successfully, it made them more confident in approaching paraphrasing phrases. When they saw success in paraphrasing phrases, they were ready to tackle sentences. And from sentences, they moved on to paraphrasing main ideas and details of entire paragraphs. The methodical approach to the strategy prevented students from becoming overwhelmed too quickly. They were able to practice, see success, and take it one step at a time as the portions of text grew in length. Knowing that summarizing is a part of our curriculum standards makes it a vital skill that students need. I have always said that if students can explain what they've read or what they've learned, then you know they've learned. This strategy helps students go from simply reading words on a page to truly comprehending what they read. Paraphrasing is a skill they will need for life, and I am glad to be able to provide them the instruction needed to master that skill.
1. Word Mapping Strategy
2. Word Identification Strategy
3. Self-Questioning Strategy
4. Fundamentals of Paraphrasing & Summarizing
5. Possible Selves
6. Inference Strategy
7. Visual Imagery
As I look back on the experiences I had this year teaching Xtreme Reading, teaching Fundamentals of Paraphrasing and Summarizing sticks out in my mind the most. My background is in teaching secondary English, and I actually started my career teaching ninth grade students. When those students stepped into my room, I expected them to be able to paraphrase and summarize at least at a basic level. However, I quickly realized that this was a skill many of them didn't have, even my brightest students, and I was also really at a loss of where to start in teaching students how to paraphrase.
Fast forward to several years later when I was able to attend SIM training and had the opportunity to learn and teach Fundamentals of Paraphrasing and Summarizing, and my life is changed! The process of teaching paraphrasing is taught from the basics of simply identifying synonyms of words. When I began in the early lessons of the strategy, I quickly realized the limited vocabulary of some of my students caused them to have difficulty finding a synonym for a word. Of course, this would make paraphrasing large portions of text even more difficult for them. We were able to spend some time looking closer at synonyms and words with similar meanings as we moved forward into paraphrasing phrases and then sentences. When I first started teaching, I would have never thought to go all the way down to individual words to begin teaching paraphrasing. However, it makes complete sense.
As my students were able to paraphrase words successfully, it made them more confident in approaching paraphrasing phrases. When they saw success in paraphrasing phrases, they were ready to tackle sentences. And from sentences, they moved on to paraphrasing main ideas and details of entire paragraphs. The methodical approach to the strategy prevented students from becoming overwhelmed too quickly. They were able to practice, see success, and take it one step at a time as the portions of text grew in length. Knowing that summarizing is a part of our curriculum standards makes it a vital skill that students need. I have always said that if students can explain what they've read or what they've learned, then you know they've learned. This strategy helps students go from simply reading words on a page to truly comprehending what they read. Paraphrasing is a skill they will need for life, and I am glad to be able to provide them the instruction needed to master that skill.