Tier-2 Set 10 Part 2 — Paraphrase, Summarize, Cite, Attribute, Category — and Drafting from the Outline

Children review the first 5 Set-10 words (research, investigate, source, credible, reliable) and use one in a metacognitive sentence about their work this week.

• Point to each of the first 5 words
• Affirm correct usage
• Note these are now retrievable from week-3 introduction

Today you meet the next 5 Set-10 words and draft body paragraphs 2 and 3. The 5 new words: PARAPHRASE (verb = restate in own words; noun = the restated version). SUMMARIZE (verb = compress to key points). CITE (verb = formally name a source, usually with full attribution). ATTRIBUTE (verb = give credit, usually with signal phrase). CATEGORY (noun = group of related items; in research, a thematic grouping of facts). Notice CITE and ATTRIBUTE overlap but differ: ATTRIBUTE happens IN-TEXT with a signal phrase ('According to ___'); CITE is the formal works-cited entry at the end. Each word gets 3 encounters today. Now drafting: yesterday's outline is your SCRIPT. Body paragraph 2 follows outline Section III. Body paragraph 3 follows Section IV. Each body paragraph follows TIES. Use signal phrases (from lesson 7).

• Notice each word names a precise move you are doing. Use the word out loud — it makes the move automatic.

  model 'I PARAPHRASE my sources rather than copy.' / 'I SUMMARIZE the speech in one sentence.' / 'I CITE McKissack in my works-cited list.' / 'I ATTRIBUTE every fact to its source with a signal phrase.' / 'My third CATEGORY is Legacy.'

  prompt Teacher uses each new word in a metacognitive sentence.

• What is the difference between PARAPHRASE and SUMMARIZE?
• What is the difference between CITE and ATTRIBUTE?

M-4-S-VOC-10-A Chart

Reproduction of MG-4-S-VOC-04-B at 11x17 showing all 15 Set 10 words; first 5 highlighted blue (research, investigate, source, credible, reliable), today's 5 highlighted yellow (paraphrase, summarize, cite, attribute, category). Each cell has photo + definition + example. Print-ready.

MG-4 Chart

Source-evaluation 'WHO-WHEN-CHECK-IT' anchor: 3 questions arranged on a vertical card with example responses. WHO (red, top): 'Who wrote this source? What are their qualifications? Are they a researcher, a journalist, a participant, or someone repeating others' work?' Example: 'Patricia McKissack — a children's literature historian who has researched African-American history for 30+ years. QUALIFIED.' WHEN (orange, middle): 'When was this source written? Is it current enough for the topic? Has anything important happened since?' Example: 'Sojourner Truth: Ain't I a Woman? — 1992. The book is about historical events that have not changed; the source remains valid.' CHECK-IT (green, bottom): 'Can the claim in this source be CHECKED against another source? Does another source say the same?' Example: 'Yes — the date of Sojourner's first speech is confirmed in multiple sources.' Bottom rule: 'A credible source passes ALL three. Use the card on every source before you cite it.' Print-ready 11x17.

• Using your outline (Section III for body paragraph 2 and Section IV for body paragraph 3), draft both paragraphs using TIES. Signal-phrase each fact.

  scaffold MG-3 TIES anchor; MG-9 outline as script; signal-phrase card deck
• Share one paragraph with partner. Partner names: TIES bands, signal phrase, Set-10 word usage.

  scaffold Sentence frame: 'Your topic-sentence is ___. Your evidence-with-citation is ___. Your signal phrase is ___.'

M-4-S-WR-10-B Illustration

Reference image of a Grade-4 child's drafted body paragraphs 2 and 3 with each TIES band color-underlined (purple/blue/orange/green) and signal phrase highlighted yellow. Print-ready 8.5x11.

• Use all 5 new Set-10 words (paraphrase, summarize, cite, attribute, category) in 1-3 sentences about your work.
• Show 2 drafted body paragraphs with TIES bands color-marked.

• Star your strongest body paragraph.
• Predict: tomorrow we meet synonyms and antonyms.

• Draft body paragraph 4 (if needed) at home using outline Section V. Bring tomorrow.