There is no one “right” way to incorporate Embedded Reading in the curriculum.
Each teacher, each department, will look at the options for implementing Embedded Reading and make decisions. They may sound simplistic but consider these guidelines:
Here are some options for including Embedded Reading:
2. Use an embedded reading routinely when reading a novel or novella. Begin each novel with the base reading (see Esperanza example in Spanish file) and the second version along with activities. Then read Chapters 1 and 2 as a class (along with whatever activities are usually done). Go back to the embedded reading and read version three. Discuss what has already happened in Chapters 1 and 2. Identify what is now going to happen based on the embedded reading. (i.e.There is going to be a fight.) Make predictions about details. (How will it start? Who will be present? How will it end?) Read Chapters 3-5. Continue to alternate between the novel and the embedded reading.
3. Use an embedded reading to look at the details of a particularly important section of a longer piece. (for example see Chapter 1 of Pirates in the French section) If a particular chapter of a novel, or a particular paragraph in an article contains a large amount of important information, break it down using the “Top Down” approach. Use the versions created, beginning with the base reading, so that the students have a very clear view of this particular section of the reading.
4. Use an embedded reading at the end of each unit. It can be created to include a number of the concepts, vocabulary words and language structures from the unit.
5. Use an embedded reading to introduce a song. The lyrics can be an embedded reading or part of an embedded reading that includes a “backstory” to the song.
6. Use embedded readings to focus on what people think, feel and say. The base story can be a narrative. Version 2 will include what characters are thinking. Version 3 will add what characters are saying. Version 4 can include what characters feel based on what they think and in reaction to what other characters have now said and done.
7. Use embedded readings to compare/contrast a point of view. (See Vantage Point in Spanish Readings)
8. Use embedded readings to prepare students to be comfortable reading the type of selections that will appear on a standardized test (district or otherwise).
9. Teach the strategies involved in creating “Bottom Up” embedded readings to have students become better writers. Students can create base readings or add on to existing versions. Give students as much or as little support as necessary.
10. Teach the strategies involved in creating “Top Down” embedded readings to have students “pare” down a complicated text into a more comprehensible version.
11. Work with another teacher (if you work with a team). The first 2-3 versions of the reading could be done in English / Language Arts and the 4th and 5th version in Social Studies or Science depending on the content.
These are just short summaries. If you would any of these ideas in further detail, let us know!
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Creating from the “Top Down”, means that we start with a complete piece of text and break it down into versions that will help that text become comprehensible to our students. (When we use it with students we always begin with the base reading)
Here is a PowerPoint that illustrates, with an English example, how to create an Embedded Reading from the Top Down:
Top Down Creating Embedded Readings
All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.
In the past few years we have seen teachers of the following languages use Embedded Reading Successfully:
Chinese
English (as a first or second language)
French
German
Greek
Italian
Latin
Japanese
Russian
Spanish
If you have used Embedded Reading while teaching another language, let us know!
All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.
“Circling” is a questioning technique central to Comprehensible Input approaches such as Teaching Proficiency through Reading and Storytelling (TPRS). Circling takes some practice, but it is such a powerful skill for second-language teachers. Content area teachers can adapt Circling for their own use in the classroom.
Circling can be used at any point when using Embedded Readings as a class. It encourages students to ask questions of the text as they read, to slow down and to read carefully, and to reread if necessary.
Below is a link regarding Circling. We’ll be adding further links and explanations over the next week. If you have questions, please contact us at lclarcq@yahoo.com
Susan Gross’ Circling Explanation Template
All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.
Embedded Reading 