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The purpose of the teaching of the paraphrasing strategy for students is to give them a tool for monitoring their own understanding as they read science text. The well-founded readers have an ongoing internal dialog with the text when reading. When understanding falls, you notice and you use fixup strategies to repair understanding. The ability of a reader to rewrite to put in your own words, text written by an author is a good indication that the reader understands the text.
If the teacher introduces the paraphrasing strategy for the first time, the teacher should select a text that is not too complex for students. The goal of this initial lesson is that students experience what it feels to build successfully. It is also recommended that students have a part of a partner without depending on the edges when the strategy is initially introduced. During the note is a very helpful strategy, the point in this introductory lesson is the student to get a sense of what the internal dialogue feels between the reader and the text, and feels adding and adding a writing step Focus of this goal for some focusing students.Ideally, students achieve an independence level that enable them to determine if they need to stop reading and rewriting. It is a tool that should be used when you encounter a particularly complex sentence or text section. A good guideline to give students when they first apply the strategy is that they stop after each paragraph, or with one piece, and summarize what they have read. If you can not do so, you should probably read again and rewrite. A note to the vocabulary: While some unknown words in a complex scientific text would be in order, it is advisable that the teachers ensure that the students are familiar with the domain-specific vocabulary in a text they choose to become the student Select the tons of students. When the text is loaded with new scientific terminology with which you have no previous experiences, it is difficult for students to succeed.
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