English · Year 3

Active learning ideas

Paraphrasing and Quoting

Active learning builds students’ confidence with paraphrasing and quoting by giving them immediate feedback and multiple chances to test their understanding. When students talk through decisions together or rewrite sentences themselves, they notice gaps in clarity and meaning right away.

ACARA Content DescriptionsAC9E3LY04AC9E3LY07
15–30 minPairs → Whole Class4 activities

Activity 01

Think-Pair-Share20 min · Pairs

Pair Practice: Paraphrase Swap

Partners read a short informational passage together. One student paraphrases a sentence while the other listens and checks meaning against the original. They swap roles twice, then combine into a full paraphrase.

Differentiate between paraphrasing a text and quoting it directly.

Facilitation TipDuring Pair Practice, have partners read their paraphrases aloud so they hear awkward phrasing and adjust together.

What to look forProvide students with two short passages. One is a direct quote, the other is a paraphrase. Ask students to label each passage as 'Direct Quote' or 'Paraphrase' and write one sentence explaining their choice for each.

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Activity 02

Think-Pair-Share30 min · Small Groups

Small Groups: Quote or Paraphrase?

Provide groups with a text excerpt marked with key ideas. Students highlight potential quotes, discuss why to quote or paraphrase each, and rewrite the passage using both techniques. Groups share one example with the class.

Justify when it is more appropriate to paraphrase versus directly quote information.

Facilitation TipIn Small Groups, give each group a dry-erase marker to circle the clue words that helped them decide whether to quote or paraphrase.

What to look forPresent a short paragraph from a familiar text. Ask students to write one sentence that paraphrases the main idea. Then, ask them to identify one sentence they might want to quote directly and explain why.

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Activity 03

Think-Pair-Share25 min · Whole Class

Whole Class: Model Rewrite

Project a model passage. Teacher demonstrates one paraphrase and one quote. Class chorally rewords the next section, voting on quote spots, then individuals contribute to a shared class version on the board.

Construct a paraphrased version of a short informational passage.

Facilitation TipFor Model Rewrite, first think aloud as you draft so students see your decision-making process step by step.

What to look forPresent a scenario: 'You are writing a report about dolphins. You find a sentence that perfectly describes how dolphins communicate. Should you paraphrase or quote it directly? Why?' Facilitate a class discussion on their reasoning.

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Activity 04

Think-Pair-Share15 min · Individual

Individual: Personal Response

Students select a favourite fact from a reading. They paraphrase it in a sentence and add one direct quote. Collect for a class display to review choices.

Differentiate between paraphrasing a text and quoting it directly.

What to look forProvide students with two short passages. One is a direct quote, the other is a paraphrase. Ask students to label each passage as 'Direct Quote' or 'Paraphrase' and write one sentence explaining their choice for each.

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Templates

Templates that pair with these English activities

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A few notes on teaching this unit

Teach paraphrasing as a two-step process: first understand the meaning, then restate it in new words. Avoid rushing to ‘fix’ student work; instead, model how to compare versions side-by-side and ask, ‘Does this keep the same idea?’ Use short, familiar texts so students focus on technique rather than unfamiliar content.

Successful students will explain why they chose to paraphrase or quote, adjust wording to keep the original meaning, and use quotation marks correctly. Their work will show clearer summaries and more purposeful use of evidence.

Watch Out for These Misconceptions

  • During Pair Practice: Watch for the belief that paraphrasing requires changing every single word, even if the meaning shifts.

    During Pair Practice, provide a checklist that asks partners to underline the core idea first. If the meaning drifts, they must revise together using the original text as a reference.

  • During Quote or Paraphrase?: Watch for the idea that you should always quote directly to avoid mistakes.

    During Quote or Paraphrase?, structure the sorting cards so groups must defend each choice in writing before placing it on the board.

  • During Whole Class Model Rewrite: Watch for confusion about quotation marks being optional for quotes.

    During Whole Class Model Rewrite, deliberately miss a quotation mark, then ask students to read the sentence aloud. Immediately discuss why the error changes how readers interpret the text.

Methods used in this brief

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