elementary paraphrasing worksheets

Teaching How to Paraphrase, Step by Step

Teaching how to paraphrase is a challenging yet crucial skill for students to master.

It’s essential for many types of writing, and without it, students risk poor writing habits and even plagiarism. This guide will help you teach paraphrasing to your students, step by step.

Teaching How to Paraphrase: Starting with Conversation

Introduction to Paraphrasing

Paraphrasing is about putting something into your own words. Begin by engaging your students in a simple, fun activity. Pair them up and ask questions like, “What did you do after school yesterday?” or “Where would you like to go on vacation and why?” Student A answers the question in a few sentences, and Student B paraphrases the response. Then, they switch roles. Model this for your class a couple of times before they try it themselves.

Quiz, Quiz, Trade Game

Another engaging activity for teaching how to paraphrase is a variation of Quiz, Quiz, Trade . Give each student a card with a sentence on it . Students find partners, with Student A reading their sentence and Student B paraphrasing it. They then switch roles and trade cards before moving on to new partners.

Paraphrasing as a Class

Collaborative Paraphrasing

Work on paraphrasing a short paragraph together as a class. Display the paragraph on the board or use a document camera. Provide students with their own copies and explain the difference between paraphrasing and summarizing. Discuss strategies, such as the Four R’s:

Reword: Replace words and phrases with synonyms when possible.
Rearrange: Change the structure of sentences and ideas.
Realize: Recognize that some words (names, dates, titles) can’t be changed but can be presented differently.
Recheck: Ensure the paraphrase conveys the same meaning as the original text.

Original Text: “At just 8.5 square miles, the Pacific island country of Nauru is one of the smallest countries in the world. The island was once rich in phosphate, but most of the resource has been mined, leaving damage to the environment behind. Nauru has a population of about 10,000 people.”

Paraphrased Text: “Nauru is a Pacific island country that is only 8.5 square miles in area. It is one of the smallest countries on the planet and only about 10,000 people live there. Nauru has mined its once plentiful supply of phosphate. This has damaged the environment on the island.”

Independent Practice in Teaching How to Paraphrase

After practicing together, let students work in pairs to paraphrase a paragraph. Allow a few pairs to share their paraphrases with the class. Then, have students begin working independently. Start with one paragraph at a time to avoid overwhelming them. Use Paraphrasing Task Cards for Grades 4-8 for independent practice. These task cards are perfect for reinforcing the skill.

Advanced Paraphrasing Activities

Bite-Sized Pieces

Once students are comfortable with paraphrasing paragraphs, encourage them to paraphrase entire articles in small sections. As they become more fluent, introduce advanced activities such as:

Paraphrasing from notes instead of the original text.
Including quotes in paraphrased writings.
Combining paraphrasing, summarizing, and quoting in one piece.
Using multiple sources to paraphrase, summarize, and quote, then creating a bibliography.

Incorporating Summarizing Skills

Understanding Paraphrasing and Summarizing

Paraphrasing and summarizing are both challenging skills for students to master, and they often get these two mixed up. Here are helpful acronyms to distinguish between them:

PARAphrase It!

Put the text in your own words.
Avoid copying the text.
Rearrange similar text.
Ask yourself if you included all the important points.

SUMmarize It!

Shorter than the text.
Use your own words.
Main ideas only.

The acronyms make the differences clear and serve as reminders for each skill.

Introduce paraphrasing before summarizing. Although paraphrasing requires more writing, it’s an easier skill to master. Once students learn to put the text into their own words instead of copying it, they have a good grasp of paraphrasing. Using short paragraphs, like those in paraphrasing task cards, is an effective way to start.

Summarizing is more challenging because students must identify the most important points and condense them into a much shorter form.

Using short passages and limiting the number of words they can use, such as with summarizing task cards, helps them focus on the main points and prevents them from paraphrasing instead of summarizing.

Combined Practice

Use the same paragraph for both skills. Have students paraphrase first and then summarize. If time is limited, consider paraphrasing verbally and then writing the summary. This is a good activity to do in pairs.

Ready to get started? Download the PARAphrase It! and SUMmarize It! posters and reminder cards for free right here.

Here’s a Lesson Plan You Can Use: Teaching How to Paraphrase

Students will learn how to paraphrase text effectively by practicing rewording, rearranging, and understanding the main ideas of given passages.

Whiteboard and markers
Document camera or projector
Copies of a short paragraph for each student
Paraphrasing Task Cards (for independent practice)
PARAphrase It! and SUMmarize It! posters

Lesson Plan:

Introduction (10 minutes).

Welcome the students and introduce the lesson objective: learning how to paraphrase text.
Explain the importance of paraphrasing in writing to avoid plagiarism and improve comprehension.
Define paraphrasing : putting text into your own words while retaining the original meaning.

1: Talking Exercise (15 minutes)

Pair students up and ask questions like, “What did you do after school yesterday?” or “Where would you like to go on vacation and why?”
Student A answers the question in 3-4 sentences, and Student B paraphrases the response.
Switch roles after each paraphrase.
Model the activity with a volunteer before students begin.

2: Paraphrasing Together (15 minutes)

Display a short paragraph on the board using a document camera or projector.
Distribute copies of the paragraph to each student.
Discuss the difference between paraphrasing and summarizing.
Reword: Replace words with synonyms.
Rearrange: Change the sentence structure.
Realize: Identify unchangeable words (names, dates, etc.).
Recheck: Ensure the meaning remains the same.
Work through paraphrasing the paragraph together as a class.
Encourage student input and highlight effective paraphrases.

3: Independent Practice (15 minutes)

Have students work in pairs to paraphrase another paragraph provided on the board.
Allow a few pairs to share their paraphrases with the class.
Distribute Paraphrasing Task Cards . (print or digital)
Students paraphrase short paragraphs individually.
Monitor progress and provide feedback.

Conclusion (5 minutes)

Recap the key points of paraphrasing.
Emphasize the PARA acronym and the importance of rewording and rearranging text.
Assign a short passage for students to paraphrase.
Encourage them to use the strategies learned in class.
Thank students for their participation.
Remind them to practice paraphrasing to improve their writing skills.

Extension Activity:

For students who finish early or need additional practice, provide them with a summarizing task to reinforce the distinction between paraphrasing and summarizing.

Assessment:

Evaluate students’ paraphrasing skills based on their participation in activities and the accuracy of their independent practice. Provide constructive feedback to guide improvement.

Teaching Paraphrasing can be fun!

By following these steps in teaching how to paraphrase and incorporating summarizing skills, you’ll help your students become proficient writers. Teaching how to paraphrase effectively sets students up for success in many areas of their academic and future professional lives, reducing the risk of plagiarism and enhancing their overall writing abilities.

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Teaching Students to Paraphrase

Ideas for scaffolding paraphrasing so that students correctly learn this valuable but difficult-to-master skill.

A teacher helping her middle school student with her writing

When discussing text in the classroom, it’s tough for students to shift from utilizing an author’s words (copying) to accepting the challenge to express that author’s idea in their own words (paraphrasing).

But teaching effective paraphrasing is necessary because the use of paraphrasing facilitates important literacy skills : It encourages repeated reading, develops note-taking habits as students track quotes and outline text details, and expands vocabulary as they consider appropriate ways to describe the original text. The skill may seem daunting to students because it takes time to find the appropriate words to reshape a sentence, but that is time well spent.

We also need to teach paraphrasing, of course, so that students develop the skill set required to avoid committing plagiarism unintentionally .

Student Tools

One way to support students is to make them aware of tools that may help when they’re paraphrasing. Think of these as training wheels—students won’t use them forever.

Academic Phrasebank : Ready-made phrases help students organize their sentences when they paraphrase. The site provides sentence starters for defining ideas, comparing and contrasting ideas, describing cause and effect, and explaining evidence to support statements.

For instance, if a student were paraphrasing vocabulary word X, they would be able to find sentence starters such as “The word X encompasses...,” “The word X is challenging to define because...,” and “The word X is intended to....”

Ashford University Writing Center : This website has a five-item quiz to review the paraphrasing process. It allows students to identify examples and non-examples of paraphrasing for a given text.

When examining non-examples, students are shown how replacing or rearranging words is akin to copying and pasting on a computer. Students see examples of effective paraphrasing, including a change of sentence structure or personal elaboration combined with limited quoted information.

Tone Analyzer : This tool allows students to enter a brief sample from a text and receive an analysis of the tone. When using this tool, students can request an assessment of whether the text illustrates anger, joy, sadness, etc. In addition to these emotions, the website includes language descriptors such as confident (used to describe texts that use active voice and/or words such as will , must , etc.) or tentative (texts with words such as seems , appears , might , etc.). This tool is useful in helping students successfully align the tone of their paraphrased material with the tone of the original text.

Student Self-Check Prompts

Students should outgrow the tools above, and teachers can encourage that growth by showing them how to monitor their own progress with paraphrasing. Students can self-check to determine how on track with paraphrasing they are by asking themselves these questions:

Can I identify elements of the text that are most significant (and thus appropriate to preserve) when I put it in my own words?
Can I recite elements of the text from memory in order to prepare to put it into my own words?
How can I adjust the sentence structure to preserve the meaning of the text?

Student Cautions

Because the journey to paraphrasing may involve a few hiccups, it’s a good idea to identify potential student challenges. When paraphrasing, remind students that they should:

Attempt to describe the text in their own words gradually, one component at a time (thanks to Doug Lemov and Maggie Johnson for this close reading strategy). For instance, they might first use their own words to describe significant phrases in the reading, and then make an effort to explain one or two key sentences, and finally attempt to paraphrase an entire paragraph.
Monitor the similarities between the text and the paraphrase. For instance, after describing specific sentences or paragraphs, they should note how many words are shared. Instead of using the same words as the author, focus on mirroring the same main idea. The Poorvu Center for Teaching and Learning at Yale offers easy-to-follow models for how to achieve this.
Ensure that there is a sufficient number of word substitutions in the paraphrased material. (Substituting only a couple of words could constitute plagiarism.) Students should focus on changing the structure of the sentence . This may involve converting a simple sentence to a compound sentence or adding a prepositional phrase.
Avoid adjusting special language (acronyms, figurative language, jargon, etc.). These kinds of terms are considered common knowledge, so using them in a paraphrase doesn’t constitute plagiarism. Resources such as the Purdue Online Writing Lab can help students figure out whether a particular term is common knowledge.

Teachers can push students to move beyond copying by encouraging them to see paraphrasing as the go-to reading response. When we equip students with needed resources, we make student voice the rule instead of the exception.

Paraphrasing Practice

Paraphrasing is all about summing up a lengthy text, and it can be a great way to help your child hone reading comprehension skills. In this exercise, your child will pick out the most important points of the story and summarize it in one sentence.

View aligned standards

Related guided lesson.

Informational Text 3

I Used My Own Words! Paraphrasing Informational Texts

Resources & Preparation
Instructional Plan
Related Resources

Paraphrasing helps students make connections with prior knowledge, demonstrate comprehension, and remember what they have read. Through careful explanation and thorough modeling by the teacher in this lesson, students learn to use paraphrasing to monitor their comprehension and acquire new information. They also realize that if they cannot paraphrase after reading, they need to go back and reread to clarify information. In pairs, students engage in guided practice so that they can learn to use the strategy independently. Students will need prompting and encouragement to use this strategy after the initial instruction is completed. The lesson can be extended to help students prepare to write reports about particular topics.

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From Theory to Practice

Paraphrasing helps readers monitor their comprehension.
Paraphrasing encourages readers to make connections with prior knowledge.
Paraphrasing helps readers remember what they have read.
In effective strategy instruction, the teacher explains the purpose of the strategy, how to use it, and when and where to use it
In effective strategy instruction, the teacher models strategy use for students and provides guided practice before expecting students to use the strategy independently.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Materials and Technology

Computers with Internet access
Whiteboard (or overhead) for projection of text and shared writing
Print or digital texts on instructional levels of students in the class
Individual copies of texts (if computers are not available)

Preparation

1.	Visit the listed websites so that you are familiar with their organization and content. Bookmark these on your classroom computers.
2.	If all students do not have access to computers, print the texts that you will be using from the websites.
3.	For students to be able to paraphrase effectively, material should be on instructional (or independent) level. This will mean that you may have to have various texts, either print or digital, available to match the instructional levels of your students.

Student Objectives

Students will

Demonstrate comprehension by paraphrasing facts from informational texts
Gain knowledge and apply what they have learned about paraphrasing by reading information about three unusual animals

Session 1: Introduction of Paraphrasing

Use the following explanations when introducing paraphrasing to students:

a.	Paraphrasing means putting what you have read into your own words.
b.	You paraphrase by reading something, thinking about what it means, and then restating it in your own words.
c.	Paraphrasing is a useful strategy to check to be sure that you have understood when reading something difficult or something that is important to remember.
d.	If you cannot paraphrase after reading, it is important to go back and reread to clarify information.

Session 2: Review and Guided Practice With Paraphrasing

1.	Review what paraphrasing is, how to do it, when to do it, and why it is important. This can be a brief review reminding students of what they have already learned.
2.	Ask students what they know about the anaconda. Record their responses on the whiteboard. Direct them to look at the information about the anaconda from the website on the first screen. After everyone has had an opportunity to read the text with the first photograph, think aloud as you paraphrase it. You might say, "Okay, I'm going to paraphrase this first paragraph by putting it in my own words. Remember that I do that to make sure that I have understood it and to help me remember the information. Let's see, the green anaconda is bigger than all other snakes in the world if you think about how long it is and how much it weighs. That must mean that some snakes are longer but don't weigh as much, and some snakes may weigh that much but aren't as long." Again, if you believe the length and weight are important, you could add: "It's 30 feet long and weighs 550 pounds."
3.	Go to the second screen about the anaconda, and invite students to paraphrase it with you. You may want to write the paraphrase on the whiteboard. A possible paraphrase would be "The anaconda would be as long as 5 kids lying head to foot and would weigh as much as 11 kids all together. If you tried to reach around it, it would be like reaching around a man. There are other snakes like it that are big, too."
4.	If students seem to get the idea of paraphrasing, ask them to get into pairs, go to the subsequent screens about the anaconda, read each of them, and paraphrase together. Walk around the classroom, checking the paraphrasing of each pair and providing support if needed.
5.	If students are having difficulty, provide more guided practice as an entire group or group students who need more help into a small group and give more guided practice through the additional 10 screens about the anaconda.
6.	At the end of the session, ask students to write what they have learned about the anaconda without referring to the computer screens. Ask if they remember more because they took time to paraphrase. Take the writing from them to check for content and whether they have used their own words.

Session 3: Review and Guided Practice With Paraphrasing

1.	Remind students what paraphrasing is, how to do it, when to do it, and why it is useful. This explanation should be brief.
2.	Tell students that you are going to use paraphrasing to find out more about another animal that may not be well-known to them. Show a picture of the echidna from the website, and ask students if they know what the animal is. Discuss what they already know about the echidna or what they could guess from looking at its picture. List the information on the whiteboard.
3.	Read the first paragraph about the echidna together. This text is more difficult than the texts about the okapi and the anaconda, so you can use it to model your thought process as if you did not understand on the first read. Think aloud, modeling what you would do if you did not remember or understand what was in the paragraph and then reread. For example, you might say, "Okay, I'm going to put this into my own words so I can be sure I have understood it and can remember it. The echidna has a long tongue and it has spines. Uh-oh, that's all I remember; there was something about curling inside, but I don't remember what. I'd better read it again!" Reread and then start again, "The echidna has a narrow nose and long tongue to catch insects. Its spines protect it from enemies, and it curls up when it's scared."
4.	Have students read in pairs and paraphrase subsequent paragraphs about the echidna. For each paragraph, have both students read the paragraph. As one student paraphrases, the other student checks for "using your own words" and remembering the points in the paragraph. As pairs of students are practicing, listen to them to be certain that they have the idea. If there are some students who are having trouble, gather them into a small group and provide more guidance for their practice.
5.	At the end of the session, ask students to write what they now know about the echidna without referring to the computer screens. Collect their writing to check to be sure that they have used their own words and that they have understood the information correctly.

Session 4: Review and Independent Practice With Paraphrasing

1.	Ask students what paraphrasing is, how to do it, when to do it, and why it is useful. If one student responds, repeat the explanation so that all students understand.
2.	Explain to students that they have practiced paraphrasing as a way to monitor whether they have understood what they are reading and as a way to help them remember what they read. In this session, students will read and paraphrase independently. At the end of the session, they will share what they have learned with the other students.
3.	At the website, each student will choose an animal to read about. If all students do not have access to a computer at the same time, you can print the information ahead of time and have students read the hard copy. Or, if students have access to computers but not all at the same time in the classroom, you can ask them to complete this assignment when their turn at the computer comes. You could also have students work in pairs if there isn't enough time for each of them to have a turn at the computer.
4.	Students will read the text about an animal of their choice, paraphrase as they read, and write down what they have learned. Remind students not to write until they have orally (or silently) paraphrased the information. At the end of the session, students can share their information either in small groups or with the entire class. Take the written information from students to check both accuracy and that they have used their own words.

Paraphrasing is a good way to prepare students to write written reports. When students put information into their own words, they are not copying directly from a text. After the previous four sessions, a possible extension would be to identify another topic (such as countries, planets, plants), have students brainstorm what kind of questions would be interesting to answer about these, assign print materials or websites for students to read and paraphrase, take notes to answer the questions, and prepare written reports. These would be more formal than the quick writes that were done in the paraphrasing sessions.

Student Assessment / Reflections

Throughout the sessions, when students are working in pairs or independently, make note of whether or not they are using their own words in paraphrasing. Be ready to intervene with additional modeling and practice if students are having difficulty paraphrasing.
The quick writes at the end of the sessions should be collected to see whether students are using their own words, whether they have understood the text they read, and what information they have learned about the animals. Compare the prior knowledge that you assessed at the beginning of each session with the information included in the quick writes to see what new information has been learned.

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Language arts categories, free weekly worksheets, worksheets by email, what is paraphrasing.

People love to discuss something new every day. They gossip television shows, heard stories, news with the other persons. This talk further proceeds in the curiosity of what, how, and why the incident occurred? It happened between friends, family, and colleagues to refresh their minds. Whatever theme the discussion has included storyline, events, main characters, crucial points, considerations, etc. The author uses his or her own words or informal writing (under rules and regulations). All of such a structure of writing something or explaining something will be in your own words. During all of this process, you convey someone's message or express someone's ideas. Don't forget to maintain your ideas and source meaning while paraphrasing. You will use the main idea at the time of specific needs in your own words. How can you paraphrase a source? Give two or three times to read the original paragraph until and unless you understand it. After a thorough understanding, start writing the main idea by using your own words. Avoid generating the order of emphasis and ideas. Go through all unknown words. Observe each word that makes a clear sense of your writing. Check the tone of each paragraph, and it must be intuitive with a correct flow of understanding. Change as per the requirement, such as appropriate tone, meaning variation, and words or phrases related to the original words.

When you paraphrase, you restate an author’s words in your own words without changing the meaning of the passage or including any of your own thoughts or ideas about it. When you paraphrase something, you only relay the main idea, not the entire passage.

Paraphrasing from Sources

Read each passage. On a separate page, paraphrase each passage. Try not to look back at the original while you are paraphrasing.

: The passage below is from The Practice and Science of Drawing by Harold Speed. Read the passage. Then paraphrase what you have read.

Where Is It?

Highlight the portion of the text that you would like to focus on. Then paraphrase the ideas on the notecard below.

In Your Own Words

Paraphrase each passage.

Paraphrasing Practice

Read the passage. Highlight what you think is most important. Then paraphrase the highlighted information below.

Paraphrasing and Synonyms

One strategy for paraphrasing is to use synonyms. Rewrite each sentence below, replacing each underlined word or phrase with a synonymous word or phrase.

What are the author’s main supporting points?

Use Synonyms

Rewrite each sentence below, replacing each underlined word with a synonym.

The Manifesto

The passage below is taken from The Communist Manifesto by Karl Marx and Friedrich Engels. Paraphrase the passage.

50 million people in the U.S. eat fast food daily, which equates to about one in every seven people. It’s not surprising, then, the fast food restaurants have a combined revenue in the U.S. of $110 billion dollars every year.

What does the main character(s) decide to do about their problem?

Paraphrasing for Research

When You Do It!

When you paraphrase, you convey the main ideas of a passage in your own words. A paraphrase should contain all the most important information in a brief format. Use the organizer below to identify what you want to make sure that you include when you paraphrase the passage. Write your paraphrase below.

In Your Own Words: 5 Ideas for Teaching Paraphrasing

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by Jessica Madsen 94,517 views

will often find themselves reminding students to put things “in their own words”, but for many students, this is not a simple task, and they will need thorough practice before it becomes an accessible skill. Before students can begin to paraphrase with ease, they need to understand the purpose for doing so, and develop strategies for making it happen.

It’s crucial that students understand why source attribution is so important in Western culture: we want to give others credit for their ideas when we share them. Some English as a Second Language students may come from cultural backgrounds that value shared information in a different way; in fact, often times, the use of others’ ideas can actually be seen as a sign of respect in some collectivist cultures. In some instances, there are no conventions for including citations in place.

and quoting sources. is used similarly to paraphrasing, and teaching these two writing techniques together can highlight the similarities and differences for students, hopefully, resulting in a greater understanding of how to properly use each technique to incorporate information from outside sources.

While paraphrasing is typically taught as a , students may benefit from exposure to it in a less formal way first. Paraphrasing comes naturally in speaking; we do it almost every day without realizing it. By engaging students in a casual and fun game of telephone, you can help them to connect paraphrasing to real life. Have students sit in a circle; the teacher can start the game by whispering a short, silly message to the student next to him. That student passes the message along to the next and so on. By the time the message has made its way around the circle, it will likely have changed into something completely different than the original. This is fun way to show students how easily information can get “lost” if we aren’t extremely careful with how we “pass it along”.

The second group can give it to a third group, and so on. The activity can get time-consuming, and three rounds of paraphrasing should be sufficient. At the end of the activity, the class can compare the final paraphrase with the original and check to see if the meaning of the original has remained intact. If the meaning varies greatly, it’s important to direct students to review the progression as the paraphrase was forwarded to each group. This will help to illustrate errors, which can be used as a valuable opportunity for learning.

Arming student with different strategies is essential, and helping students to think of paraphrasing as a task similar to the way they would simply is essential. An instructor needs to provide ample opportunity for students to engage in structured practice that allows them to develop a variety of strategies and then put them together.

Teachers can aid the process by making sure that the purpose and technique of paraphrasing is clearly understood, and providing well-structured activities for guided practice.

If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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Summarizing worksheets & activities.

Summarizing is one of those skills that may seem very easy to a teacher but can be difficult for students who have not been properly taught how to summarize. For many years I did not even teach my seventh and eighth grade students how to summarize. I would just ask them to summarize texts and then get mad at them when they failed to produce quality summaries. I was wrong in doing this. Now I always teach my students how to write summaries.

Additionally, as per the Common Core State Standards, summaries should not contain opinions, background knowledge, or personal information; rather, a summary should be entirely text based. After years of learning to make connections between the text and themselves, students must be retrained to keep themselves out of their writing in regards to summaries. Teaching this skill surely warrants some of your class time.

Here are some resources that I used in my classroom to teach my students how to summarize. I hope that you find this page useful:

This is a preview image of Summarizing Lesson. Click on it to enlarge it or view the source file.

Summarizing Common Core State Standards

120 comments, kowsar seyfudin mahmax.

Thank you very much

I want to express my gratitude for the work you have put into this site.

I have used your site for students for almost a decade now and they have not disappointed once.

Thank you for coming back!

I really appreciate these worksheets and all the worksheets you have published. I work as a volunteer for a literacy group, and we don’t have many resources at this level. I was an SLP so I have had no professional experience as a language arts teacher. These resources allow me to teach better and not have to create items from scratch.

thank you it was informative.

Alphonsa Anis

Thanks it was extremely helpful.

Absolutely fabulous. I’m using them for two employees who are struggling to summarise information. Very, very helpful – thank you.

Hello, can these great worksheets be linked to Google Classroom? Also, how can I have my students access the online assessments? Thank you.

There is a Google Classroom button on the title slide of each online assignment. Press this button to assign it. Google Classroom integration is pretty thin right now, but I’m hoping that they open up their platform more sometime soon!

Thank you, Mr. Morton, for sharing your tips and worksheets for summary teaching and writing practices. Very useful!

Some great activities, really helpful. One thing I want to point out is that shinobi-no-mono is NOT Chinese – this is Japanese. And in the text the characters given are Japanese, NOT Chinese. This is quite a big oversight. As language teachers we need to be aware of different languages.

Thank you. I appreciate the insight.

I want summary and practice sheets for grade 6

Please send me an answer key for the summarizing test.

Acutually 忍の者 isnt chinese the word の is japanses, while in chinese and japanese they call ninja , 忍者. Other than that this is some really good stuff to study my summary from

great material. I´ve been looking for this type of easy to read/ understand material for a long time.

Would it be possible to have the solutions to the test?

Thanks in advance.

Diane Thomas

These are wonderful!Thank you so much!

Thanks a lot .

JANINE RAINES

DO YOU HAVE THE ANSWER KEY TO THE SUMMARIZING TEST?

Mrs. Robinson

Hello, I’m looking for the answer guide for the Summarizing test, please advise if it is available?

Loan Nguyen

Thanks for your sharing. Invaluable resources for teachers. It would be highly appreciated if you can send me the key for the summary test.

Is there an answer sheet for the summarizing test?

EXCELLENT worksheets!

Like many of the above comments, I was hoping that there was an answer key for the summarizing test.

I’m pleased that today is the day that I can finally say, “ Here you go .”

Thank you so much!!

Thank you very much. Bless you!

Thank you, Mr. Morton, for sharing these materials. Indeed this is of great help in my class.

The materials are awesome!! I’d like to separate them to two levels of my students. I’m teaching international students, the comparasion of the good and bad summary really works a lot. I really appriciate for your sharing. However, could you share the summarising answer keys as well? That would help me a lot. Thank you!

Would you consider making something for the 4th & 5th grade level? The examples were all very helpful, but many of my students read below grade level. Thank you again! Jill C.

Thanks from Toronto! Great help for ESL classes here.

Thanks so much from Istanbul! Kids loved it and saved me so much precious precious time

saida merad

Thank you for your valuable help!

Thank you for putting all the material together.

I couldn’t find the answers for the Summarizing Test. They will surely save me some time. Please send them to me, or let me know where I can find them. Thank you so much,

Did you get the answer sheet?

Thank you for all the great materials to use, they will prove to be a great resource!

I was wondering if you would mind pointing out the source from which you pulled the information about ninjas for your worksheet on them. I just wanted to make sure I had the right information because from the bit of research that I pulled up, I see that both in history (concept / existence) and etymology, ninjas are Japanese. The Japanese use kanji, which are essentially Chinese characters, and is only one of the three different “alphabet” sets they use for written communication. So words like “shinobi” and “shinobi no mono” are all Japanese in origin, but written using Chinese characters and not really associated with Chinese culture. This is especially true because “no mono” is a Japanese phrase. Please let me know if there is a source that does say otherwise, so that I can have all the information. Thank you again!

Hello. I pulled that content from a Wikipedia page a long time ago. I’m no expert on the subject. I was just writing a worksheet that I hope would interest students.

These worksheets are helpful but the commenter above is correct, none of these words are or have ever been Chinese. “Shinobi” was in Japanese poems in the 8th century, not Chinese. Shinobi was the Chinese reading of the characters, but it was always a Japanese word. It might be helpful to fix this worksheet to avoid presenting incorrect information to students.

What is the answer key for summary test please?

Thanks a million for this Mr. Morton. This lesson will help me and my students understand summarizing better. God bless your sir!

Thank you so much for helpful material

Brian Samson

What a phenomenal effort you’ve done in putting together all these. Appreciate your ideas. Fabulous!

How amazing to come across your Summarising resouces with explicit instructions. Your comments about teaching the students how to effectively summarise was the most important fact. This in turn forced me to reflect on my own teaching. Thank you for the step by step instructions, they were very valuable. Have you posted any other reading strategy hints?

Sure, I’ve posted them all around this site. Feel free to explore a bit.

What’s the reading level for summary worksheet 3?

Can I get answers for summarizing test about Gutenberg

It is an awesome sight.I got to now today from where the school gives us topics in worksheets.Very useful,but one problems that we don’t get the answers of the questions so that we can check and correct our answers

Mary Jane Dela Cerna

Good day Mr. Morton 😀 what is the answer keys for the summary test? I am not sure in my answer 😀

Wow, just wanted to thank you for your hard work and generosity to publish them for everybody. Thank you so much.

I was studying for an exam and couldn’t find enough information on summarizing. I was very excited when I found your site. It was very helpful.Thanks a million!

A terrific resource. Thank you so much for sharing. I came across your site as I was looking for help with teaching summarising – no need to look any further! Powerpoint and practice sheets, examples …. awesome.

Gracie Alexander

Is there an answer key for the Test?

Kristen Moore

What an incredible site! Thank you for sharing your resources and ideas. Especially the Summary power point. I’ve been struggling to get my students to differentiate between a summary and a list of details. This will help so much!

Amy Gartland

I just discovered this site today. I teach high school ELL and was looking for good nonfiction texts that were accessible for my students. I will definitely be looking around some more and plan on using material in my lessons this week!

This was VERY helpful. Even for a university student who needed a refresher!

An answer key for the Summary would be helpful if provided. And also a whole passage summary, not just the summary for each paragraph.

Basic Paraphrasing

Mercedes Martin

To introduce the idea of saying the same thing with different words

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Moscow Facts & Worksheets

Moscow, russian moskva, is the capital and most populated city of russia, situated in the westward part of the country., search for worksheets, download the moscow facts & worksheets.

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Table of Contents

Moscow , Russian Moskva, is the capital and most populated city of Russia , situated in the westward part of the country. Moscow is not just the political capital city of Russia but also the industrial, cultural, scientific, and educational capital. For more than 600 years, Moscow also has been the spiritual center of the Russian Orthodox Church.

See the fact file below for more information on the Moscow or alternatively, you can download our 21-page Moscow worksheet pack to utilise within the classroom or home environment.

Key Facts & Information

Description.

The city area is about 30 km in diameter and the population reaches to almost 10 million people.
Moscow was first mentioned in the chronicles of 1147, where it played an important role in Russian history.
The people of Moscow are known as Muscovites.
Moscow is famous for its architecture, especially its historical buildings such as Saint Basil’s Cathedral .
Moscow is a city with the most money in Russia and the third biggest budget in the world.
Moscow began as a medieval city and developed into what was known as the Grand Duchy of Moscow, an administrative region ruled by a prince.
Moscow is where all Russia’s tensions and inequalities meet to coexist, producing a unique feeling of a city that looks European but feels somewhat Asian in its mood and intensity.
In 1147 Moscow was called Moskov, which sounds closer to its current name. Moscow was derived from the Moskva river, on which the city is located. The Finno-Ugric tribes, who originally inhabited the territory, named the river Mustajoki, in English: Black River, which was presumably how the name of the city originated.
Several theories were proposed on the origin of the name of the river however linguists cannot come to any agreement and those theories haven’t been proven yet.
The first known reference to Moscow dates from 1147 as a meeting place of Yuri Dolgoruky and Sviatoslav Olgovich. Muscovites today consider Prince Yury Dolgoruky their city’s founding father, but it was only recorded that he dined with friends in the town.
In 1156, led by Knjaz Yury Dolgoruky, the town was barricaded with a timber fence and a moat. In the course of the Mongol invasion of Rus, the Mongols under Batu Khan burned the city to the ground and killed its inhabitants.
Nevertheless, Moscow was restored and became more important. Yet the Mongols came back in 1382 and burned Moscow City again.
Still, Moscow shortly recovered and In the 15th century, it probably gained a population of about 50,000. But, unfortunately, in 1571 the Crimean Tatars burned Moscow again.
By 1712, Tsar Peter the Great decided to move his capital to St. Petersburg from Moscow. With this, Moscow began a period of dissolution. In the 1770s Moscow suffered an outbreak of the bubonic plague. But still, Moscow University was successfully founded in 1755 and at the beginning of the 19th century, Moscow was prospering again.
Arbat Street at that time was also established. But then, Napoleon invaded Russia. The Muscovites, the retreating party, set their own city on fire by 1812 and it was rebuilt completely at the beginning of the 19th century.
During 1917 the Communists started a revolution in which they imposed a totalitarian government in Russia. By 1918, Lenin transferred his administration to Moscow.
After Lenin, the tyrant Josef Stalin governed the city. Under his regime, several historic buildings in the city were destroyed. Nevertheless, the first line of the Metro opened in 1935.
By June 1941, the Germans had invaded Russia and had arrived on the outskirts of Moscow by December. As they arrived, they suddenly turned back.
After the Second World War , Moscow continued prospering even though many nations boycotted the Moscow Olympics in 1980.
Fortunately, Communism collapsed in Russia in 1991 and in 1997 Moscow celebrated its 850th anniversary.
Moscow is situated on the banks of the Moskva River, which flows through the East European Plain in central Russia. Teplostanskaya highland is the city’s highest point at 255 meters (837 feet). The width of Moscow city (not limiting MKAD) from west to east is 39.7 km (24.7 mi), and the length from north to south is 51.8 km (32.2 mi).
Moscow has a humid continental climate with long, cold winters usually lasting from mid-November through the end of March, and warm summers .
Moscow is the financial center of Russia and home to the country’s largest banks and many of its largest companies, such as natural gas giant Gazprom.
The Cherkizovsky marketplace was the largest marketplace in Europe , with a daily turnover of about thirty million dollars and about ten thousand venders from different countries including China and India .
Many new business centers and office buildings have been built in recent years, but Moscow still experiences shortages in office space.
With this, many former industrial and research facilities are being reconstructed to become suitable for office use.
In totality, economic stability has developed in recent years. But, crime and corruption still hinder business growth.
Saint Basil’s Cathedral is famed as the Cathedral of Vasily the Blessed amongst the locals. It served as one of the crucial landmarks of Moscow.
Location: Krasnaya Square, 2, Moscow 109012, Russia
Moscow Kremlin serves as the home in which all these tourist sites reside. It encompasses almost all the famous sightseeing attractions such as the royal residence of the President of Russia.
Location: Moscow, Russia
Red Square separates the royal citadel of Kremlin from the ancient merchant quarter of Kitai-gorod, one of the most interesting places in Moscow. Bearing the weight of Russia’s history to a great extent, Red Square serves not just as an attraction but as the heart, soul, and symbol of the whole country.
Location: Krasnaya Ploshchad, Moscow, Russia

Moscow Worksheets

This is a fantastic bundle which includes everything you need to know about Moscow across 21 in-depth pages. These are ready-to-use Moscow worksheets that are perfect for teaching students about the Moscow, Russian Moskva, which is the capital and most populated city of Russia, situated in the westward part of the country. Moscow is not just the political capital city of Russia but also the industrial, cultural, scientific, and educational capital. For more than 600 years, Moscow also has been the spiritual center of the Russian Orthodox Church.

Complete List Of Included Worksheets

Moscow Facts
Moscow Breaking News
Moscow Basic Info
Moscow’s Significant Events
Moscow Characteristics
Populous Cities
Sports Facts
Moscow Landmarks
Symbolization
Moscow Slogan

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Use With Any Curriculum

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Paraphrasing

Grammar and Writing Workbook for Grade 4

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Students paraphrase short texts in their own words.

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6 Moscow English ESL worksheets pdf & doc

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Paraphrasing Worksheets
Printable Paraphrasing Worksheets Click the buttons to print each worksheet and answer key. The Paragraph. Paraphrasing means restating an author's words in your own words without changing the meaning of the passage or including any interpretation of your own. When you paraphrase something, you only relay the idea expressed, not the entire ...
Paraphrasing worksheets
Paraphrasing. Comprehend then write. Students read a text and then re-write the text in their own words. These worksheets combine comprehension and writing. ... Our members helped us give away millions of worksheets last year. We provide free educational materials to parents and teachers in over 100 countries. If you can, please consider ...
Paraphrasing worksheets
Welcome to ESL Printables, the website where English Language teachers exchange resources: worksheets, lesson plans, activities, etc. Our collection is growing every day with the help of many teachers. If you want to download you have to send your own contributions. Paraphrasing worksheets
Teaching How to Paraphrase, Step by Step
3: Independent Practice (15 minutes) Pair Work: Have students work in pairs to paraphrase another paragraph provided on the board. Allow a few pairs to share their paraphrases with the class. Independent Practice: Distribute Paraphrasing Task Cards. (print or digital) Students paraphrase short paragraphs individually.
Teaching Students to Paraphrase
But teaching effective paraphrasing is necessary because the use of paraphrasing facilitates important literacy skills: It encourages repeated reading, develops note-taking habits as students track quotes and outline text details, and expands vocabulary as they consider appropriate ways to describe the original text.The skill may seem daunting to students because it takes time to find the ...
32 Paraphrasing English ESL worksheets pdf & doc
32 Paraphrasing English ESL worksheets pdf & doc. SORT BY. Most popular. TIME PERIOD. All-time. ag23. PARAPHRASING. There are 9 exercise. 14586 uses. helenadimi. Paraphrasing . This worksheet is ab. ... Paraphrasing for PET. This activity contai. 4030 uses. beagmeur. modals paraphrases K. Key to modals paraph. 719 uses. AimeeB. Hot Tips For ...
Paraphrasing Exercises with Answers PDF
There's a second set of this Paraphrasing Worksheet with different example sentences, meaning you'll be able to follow up this task with a revision activity, or even set it as a homework task. You could also try these Paraphrasing Challenge Cards , which use a fun game format to bring a new sense of interaction to the task while making it ...
Paraphrasing Practice
Paraphrasing Practice. Paraphrasing is all about summing up a lengthy text, and it can be a great way to help your child hone reading comprehension skills. In this exercise, your child will pick out the most important points of the story and summarize it in one sentence. Download Free Worksheet. See in a set (10)
Paraphrasing Practice Activity (teacher made)
Challenge students to paraphrase with the help of our Paraphrasing Practice Activity. The four steps of paraphrasing are included to help students as they highlight keywords and then paraphrase the included paragraph. This would be a great independent activity or assessment. This resource addresses the following standards: CCSS W.3.2, W.4.2, W.5.2; TEKS 3.12.B, 4.12.B, 5.12.B.Don't forget to ...
I Used My Own Words! Paraphrasing Informational Texts
Paraphrasing: An effective comprehension strategy (Kletzien) Paraphrasing helps readers monitor their comprehension. Paraphrasing encourages readers to make connections with prior knowledge. Paraphrasing helps readers remember what they have read. Comprehension instruction in elementary school: A quarter-century of research progress (Pressley)
Paraphrasing Worksheets
When you paraphrase, you convey the main ideas of a passage in your own words. A paraphrase should contain all the most important information in a brief format. Use the organizer below to identify what you want to make sure that you include when you paraphrase the passage. Write your paraphrase below. View Worksheet.
In Your Own Words: 5 Ideas for Teaching Paraphrasing
One of the activities that works well to illustrate the challenges of paraphrasing well is to create an activity in which students work together in groups to write paraphrases of short excerpts from texts and then give them to another group of students in the class to "paraphrase the paraphrase.". The second group can give it to a third ...
Paraphrasing and summarizing practice
The summarizing worksheets and paraphrasing practice resources include engaging summarizing and paraphrasing worksheets, graphic organizers, anchor charts, checklists, bookmarks, digital notebooks, and plenty of scaffolded activities to help your students gain independence when summarizing and paraphrasing.
Paraphrasing Elementary Worksheets
6. Lesson 1: Paraphrase with Synonyms -. 7. Explicitly teaching Grade 5/6 students how to ... 8. Paraphrasing and Citation Activities, APA Style 7th Edition. Showing 8 worksheets for Paraphrasing Elementary. Worksheets are Paraphrasing activities, Explicit teaching of paraphrasing and synonyms will, Test yo...
Paraphrasing: Lesson Plan
The important skill of paraphrasing is initially interrogated in this lesson and eventually plans relating to summarizing and quoting will be added. There is an interactive equivalent to this plan, "Paraphrasing In a Pinch", which can be used in a classroom that has an electronic device for each student and a strong WiFi signal. The interactive plan can also be used to flip a classroom.
Paraphrasing Information: Quiz & Worksheet for Kids
Print Worksheet. 1. When you paraphrase, you should not change _____. specific locations. any words. the first sentence. the last sentence. 2. If you don't paraphrase an author's work, but rather ...
Summarizing Worksheets & Activities
Summarizing Worksheet 1. Here is a worksheet to help students practice summarizing. Read four nonfiction paragraphs about trains, highlight or underline important information, and write a title for the passage related to its main idea. Then create a summary.
Basic Paraphrasing worksheet
ID: 135998. 28/04/2020. Country code: AR. Country: Argentina. School subject: English as a Second Language (ESL) (1061958) Main content: Paraphrasing (2010070) From worksheet author: To introduce the idea of saying the same thing with different words. Other contents:
Moscow Facts, Worksheets, Description & Etymology For Kids
Moscow Worksheets. This is a fantastic bundle which includes everything you need to know about Moscow across 21 in-depth pages. These are ready-to-use Moscow worksheets that are perfect for teaching students about the Moscow, Russian Moskva, which is the capital and most populated city of Russia, situated in the westward part of the country ...
Paraphrasing worksheets
K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. Become a member to access additional content and skip ads. Students paraphrase short texts in their own words.
Moscow Calling Song
Level: elementary Age: 13-16 Downloads: 12 PINK - a song about teen problems Level: intermediate Age: 12-14 Downloads: 1415 Twisters Level: elementary Age: 4-12 ... This is a worksheet for the song ´Moscow Calling´ by Gorky Park. It will be good if you discuss the topic ´Telephone´ with your students. Hope, I´ve been useful)))
6 Moscow English ESL worksheets pdf & doc
Moscow. This workship contains a short easy text relating to the topic "Moscow." It is for students of (A1), (A2) and (B1) levels. The text can be used for practising reading ...