Goal #2 Working Backwards from a Text
The second way to use Embedded Reading is to deliberately scaffold new structures and vocabulary. This works very well when we are creating a Top-Down reading (ie a longer finished piece that we break down into the scaffolded versions) like the example below.
Step 1: Locate or create a text that students will be able to comprehend at the end of the chapter/unit.
Step 2: Identify the new structures that students will need to know.
Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level should only incorporate a few new structures at a time. People who have done it before will help if you ask!!
Step 4: Identify the 1-3 structures (depending on the level of that students) to introduce to students that will appear in the base reading.
Step 5: Establish meaning, use PQA, practice with gestures, ask a story, etc.
Step 6: Read the base reading with students. Incorporate a reading activity if desired.
Step 7: Identify the structures needed in the next version of the story.
Repeat steps 5, 6 and 7 as needed!!!
I believe that this is what many of our Latin colleagues do when they have a particular piece of literature to work with. I hope that James chimes in with how he and other Latin teachers are using Embedded Reading in their classrooms!!!
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