Embedded Reading

Simplify, Scaffold, Succeed!!

Archive for the month “August, 2012”

Example in English..helpful for content-area support

This is an example of an Embedded Reading that I created last year for a science teacher who had students who struggled with reading.  It may be helpful for those of you who work with ESL students in content-area support.

 

What is a Veterinary Behaviorist?

 

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Michael K.

Michael wrote to the moretprs listserv ( a yahoo group!! Check it out!) about his first experience with an embedded reading.   Thank you Michael!

Thanks to a weekly collaboration time that our district began this year, I have been able to work with other World Language teachers on best practices, among other topics. Because of that, I was inspired to write an embedded story for the first time.

I wrote three scenes. The first scene began with a slide introducing the three words we were learning – pictures included. Slide two had four sentences with with enough space in between to add more. Slide 3 added a sentence below each of the original four, adding one more detail. Slides 4 and 5 continued adding one more sentence to each group until we had three 4 sentence paragraphs, repeating the target words as often as possible.

We did one scene in about 20 minutes, incorporating some circling on the new sentences and TPR as we repeated ones from previous slides. As we got to the last slide of the scene, I was pleased to hear students anticipate the details that they had seen a few times. They were also repeating my silly sound effects for the gestures (putting on boots sounds different than putting on shoes).

The final slide was the original four sentences from the second slide. I asked students to tell me what happens in English and they were quick to do it. The next day we used that slide as a refresher before moving on to the next scene.

We covered about 10 new words in the three scenes. 6 weeks later these words are still fresh in most of their minds.

 

Michael K.

 

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.

Judy D.B.

Judy teaches English in France and often uses film as part of her curriculum.  Thank you for your feedback Judy!!

I wanted to share a comment I got from a student today,  We’re

studying the film The Mighty and I made an embedded reading

which is a summary of the opening scenes. We spent a class reading

Versions I and II, and today I gave them III. I had actually hesitated,

thinking that maybe II was as much as this group of (weak) students

could handle. They glanced at it and one boy said, “This one is easy!”

I think that is when I realized what embedded reading is all about.

It was easy, because they have acquired the structures that were

presented in I and II.

Judy D.B.

(teacher of English as a second language)

France

 

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.

 

 

Starting Out: Using the Base Reading with Students

Once teachers understand how an embedded reading is put together, they often have questions on how to use them with students.  I hope to post comments that I have received from other teachers who share their successes to give you some ideas.  In the meantime, here are some ideas on how to use the most crucial reading:  the base reading.

The base reading is very important.  Hopefully it is clearly written and comprehensible.  If you find that it isn’t…adapt it!!!!  That is the beauty of Embedded Reading…you can, and should, use your professional skills to make the best possible pieces for your students.

What you do with the base reading, as always, depends on the age, interests and level of your students.   Keep in mind the two main goals:

a.  Clearly convey the main ideas using key vocab and structures.

b.  Connect the readers to the text.
Luckily, achieving goal the first goal helps to achieve the second goal!  Here are a list of possible activities using the base reading.  Feel free to utilize MORE than one !!!  The better students understand, and the more connected students feel, the more successful the following versions will be.     Observe your students.    Resist the urge to do what you want to do….which is to go on…Honor the base story so that students realize how important REALLY mastering this piece is.

Hint…for a class students who consider themselves “advanced” and who might scoff at so much attention to the base reading, just do one of the activities listed and really dig into the second version with a variety of activities.  :o)

1.  Illustrate the base reading in a story board, puzzle board (story board out of order), or mural format.

2. Students point to illustrations as they listen to the reading (in order or out of order).  This can be done on a teacher-created handout (I make mine from student drawings) or on drawings that they each have done.  (Make it a bit more fun…they can “race” with a partner to find it if they choose)

3.  Have students create a graphic organizer with the base reading information, incorporating a format that reflects the content of the reading. (i.e. A reading about the Olympics could become a graphic organizer in the form of the Olympic rings.)

4.  Compare the information in the reading to information that the students already know (talk about a similiar situation/story, show a related video clip etc.)

5.  Rewrite the piece with several factual errors, have students identify errors and change to the correct information.   Errors can be practical or ridiculous.

6.  Compare any characters/individuals who may appear in the reading with characters/individuals that are well-known to students.

7.  With students, compile three questions that the class would like answered.  What doesn’t the base reading say?   What does the class want to know?

8. Rewrite the base reading in different (but totally comprehensible)  words/phrases to achieve the same message.

9.  Predict what information may be missing from the base reading.

10.  Create a format for saving base readings: a mini-journal, art portfolio, sentence strip display etc.

Other ideas???  Please share!

 

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.

 

Londres 2012 Natacion

Here are additional urls for articles related to Olympic swimming 2012.  Right now I plan to look at articles about the Spanish swimmer Mireia Belmonte with my classes.   She is from near Barcelona.   Two years ago we had an exchange student from Barcelona who became good friends with many of this year’s Spanish 4 students.  This will definitely make them cheer for this young lady and what she has accomplished.

http://www.juegoslondres2012.com/natacion-mireia-belmonte-da-la-primera-medalla-a-espana-con-una-plata-en-los-200m-mariposa/2012/08/

 

http://www.rtve.es/londres-2012/natacion

 

http://www.mireiabelmonte.com/

 

http://www.20minutos.es/minuteca/mireia-belmonte/

Natacion from Internet Article

This reading is at an intermediate + level.  It comes from the website http://www.juegosenlondres2012.com (great site for Spanish teachers!!)

Natación http

 

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.

Michael P Readings …More advanced

Please remember that this, and other pieces posted here, are written and shared by busy human beings.  It is practically guaranteed that you will find errors, or other ways that you would prefer to say something.  Be kind.  Change what you need to for your own students.   {Please do not distribute via outside of the classroom or for your own profit without explicit permission(

Michael P (2)

 

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.

Michael Phelps Reading: Lower Level English and Spanish

Here is an embedded reading about Michael Phelps.   It is written completely in the present tense.  There is a version in English and in Spanish.  I hope that others will add on in other languages.  I’ll write a present/past tense version and post it later.  (I try to use the tenses in a “natural” way but many programs stay in the present tense in the early levels to align themselves with other teachers in the district, hence the version here.)

Miguel vive en

 

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.

Russian PowerPoint NTPRS 2012

We wanted to make sure that this was easily available to everyone who came to our Embedded Reading session at NTPRS this year.  (Jose has no idea that he has become a National star!!)  Kudos to Michele for this adorable PP !!!

 

https://docs.google.com/presentation/d/16_VEh9ZU9o0Iqnb85VpvmwK4cWqAWf4EdSvxR-g_hL4/edit#slide=id.p16

 

 

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.

From the Top Down…Creating an Embedded Reading

This PowerPoint contains an explanation and an example of an Embedded Reading created from an already existing text.   Feel free to use this with your colleagues!  We want others to know about and about how to create Embedded Readings.   However, please do not use for profit. (see below)

 

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.

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