Paraphrase, Then Cite

Worked classroom example

History

Worked example

Source: “The bell summoned workers before sunrise.” Paraphrase: “Workers had to report before daylight”; cite the source phrase that establishes the time.

Teaching sequence

1. Prepare a source sentence about a change in working hours. Introduce paraphrase, then cite with one clear success criterion: restate a source idea in new wording, retain its precise meaning and add a brief quotation or source reference.
2. Model one short example from a short primary-source extract. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of History content. Use the prompt “Which idea must stay the same when you put it in your own words?” to check whether their language matches their evidence.
4. Collect one independent response. Compare the paraphrase with the source and check for copied phrasing or a changed meaning. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Restate a source idea in new wording, retain its precise meaning and add a brief quotation or source reference.

Independent check

Compare the paraphrase with the source and check for copied phrasing or a changed meaning.

Scaffold built into this activity: Some scaffold

Gloss one essential term and provide a paraphrase frame; keep the original visible for checking.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Gloss one essential term and provide a paraphrase frame; keep the original visible for checking.

Greater independence

Use a more complex source sentence and ask learners to decide what can be paraphrased and what needs direct quotation.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.