Embedded Reading

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Archive for the month “March, 2013”

21 Mar 2013

Embedded Storyboard 100th post!!

It’s quite fitting that this, the 100th post, comes from the blog of Martina Bex, Michele Whaley’s Alaskan colleague.   Tomorrow we’ll post a corresponding chart that aligns with the Common Core strategies.   This is just brilliant.  Thank you Martina!

Click here : Embedded Storyboard

100

 

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.

Posted in Ideas, Teachers Talk About Embedded Reading, Using Readings With Students | Leave a comment
21 Mar 2013

Embedded Reading in English: SS Common Core

Below is an Embedded Reading in English designed for middle school Social Studies classes.   The activities have not yet been designed, but we’ll add them when they are!!

evolution of grocery bag   (credit:  EngageNY.com)

Here are the base reading and final readings:  Click on the link above to read all of the versions.

Base reading:

Petroski, Henry. “The Evolution of the Grocery Bag.” American Scholar 72.4 (Autumn 2003). (2003)

The supermarket checkout would be even more frustrating were it not for the square-bottomed paper bag.  How paper bags are made is fascinating.  However, there is no such thing as a perfect object. The inventers of the world love to improve things, even bags.

Original version:

Petroski, Henry. “The Evolution of the Grocery Bag.” American Scholar 72.4 (Autumn 2003). (2003)

 

That much-reviled bottleneck known as the American supermarket checkout lane would be an even greater exercise in frustration were it not for several technological advances. The Universal Product Code and the decoding laser scanner, introduced in 1974, tally a shopper’s groceries far more quickly and accurately than the old method of inputting each purchase manually into a cash register. But beeping a large order past the scanner would have led only to a faster pileup of cans and boxes down the line, where the bagger works, had it not been for the introduction, more than a century earlier, of an even greater technological masterpiece: the square-bottomed paper bag.

 

The geometry of paper bags continues to hold a magical appeal for those of us who are fascinated by how ordinary things are designed and made. Originally, grocery bags were created on demand by storekeepers, who cut, folded, and pasted sheets of paper, making versatile containers into which purchases could be loaded for carrying home. The first paper bags manufactured commercially are said to have been made in Bristol, England, in the 1840s. In 1852, a “Machine for Making Bags of Paper” was patented in America by Francis Wolle, of Bethlehem, Pennsylvania. According to Wolle’s own description of the machine’s operation, “pieces of paper of suitable length are given out from a roll of the required width, cut off from the roll and otherwise suitably cut to the required shape, folded, their edges pasted and lapped, and formed into complete and perfect bags.” The “perfect bags” produced at the rate of eighteen hundred per hour by Wolle’s machine were, of course, not perfect, nor was his machine. The history of design has yet to see the development of a perfect object, though it has seen many satisfactory ones and many substantially improved ones. The concept of comparative improvement is embedded in the paradigm for invention, the better mousetrap. No one is ever likely to lay claim to a “best” mousetrap, for that would preclude the inventor himself from coming up with a still better mousetrap without suffering the embarrassment of having previously declared the search complete. As with the mousetrap, so with the bag.

 

Common Core Standards, Appendix B, pg. 98

 

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.

Posted in Creating from the Top Down, Embedded Readings for ELA/ELL, Embedded Readings for U.S. History, Examples of Embedded Reading in English | Leave a comment
18 Mar 2013
1 Comment

Level I Embedded Readings from Haverford, PA

A special thanks for these two Embedded Readings !

Available at their school website, these readings give

us an opportunity to use a ready-made story, and to

see how we might construct our own!!

To all of you who share…your creativity and generosity

are appreciated more than you could ever 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.

Posted in Spanish Embedded Readings
12 Mar 2013
2 Comments

Looking for a Workshop?

We’ve added a page (Click here or look at the top of the page) for workshop and training opportunities.     If you are presenting an Embedded Reading workshop, let us know!  We’ll add it to the calendar.   If you would like to schedule a workshop or training, contact us as well!!!       (write a comment here or send an email to lclarcq@yahoo.com)

 

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.

Posted in Workshops and Training
11 Mar 2013

Michael Miller’s Embedded Readings

Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom.  As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German.  These readings do correlate with his books, but are easily usable without them.    Generously, Michael has made all of the Embedded Readings available on his sites.    Click on the links below and then click on each unit on the left.  Scroll down an bit and you will find the readings.  Thank you Michael!!

Click here for German readings.

Click here for Spanish 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.

Posted in German Embedded Readings, Spanish Embedded Readings | Leave a comment
09 Mar 2013
2 Comments

Hello NYSAFLT Rochester Regional!!!!

Hello everyone!!

Here is the PowerPoint from NYSAFLT’s Rochester Regional at Nazareth College March 9, 2013.

Embedded R roch regional 13

Here is the handout: RR 2013 ER

Email us at lclarcq@yahoo.com if you have any questions!!

 

 

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.

 

Posted in Workshops and Training
08 Mar 2013

El Cumpleaños de la Señora Campana

Here is a story co-created in Storytelling format by 9th grade students:

I’ll post the English version later today!

El Cumpleaños de la Sra. Campana

1

El cumpleaños de la Sra. Campana es el diez y siete de noviembre.     La cafetería sirve la comida de La Campana de Taco.

Zina trabaja en la cafetería.   Zina le da un chocolate con cacahuetes a la Sra.  Campana.   Hay problema….la Sra. Campana tiene alergías del chocolate!!!  Pero,  La Sra. Campana recibe el chocolate de Zina.

El año pasado, Zina le dió a la Sra. un chocolate con cacahuetes.    La Sra. recibió su regalo con las mangas largas .

Hace dos años, Zina le dió a la Sra. un chocolate con cacahuetes.  La Sra. recibió su regalo con una cuchara .

Hace tres años, Zina le dió a la Sra. un chocolate con cacahuetes.  La Sra. recibió su regalo cuando   Zina puso el chocolate a la mesa.

 

 

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.

Zina tiene muchos amigos famosos.   Brittney Spears y Los Hermanos Jonas y Justin Bieber  son amigos famosos de Zina.

Zina llama a Justin.  Justin decide dar churros a la Sra.    La Sra.  Campana está muy feliz.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

2

El cumpleaños de la Sra. Campana es el diez y siete de noviembre.     Su cumpleaños es una fiesta en la cafetería.  La cafetería sirve la comida de La Campana de Taco.

Zina trabaja en la cafetería.   Zina es muy baja.  Zina da regalos a la Sra. Campana.   Zina le da un chocolate a la Sra.  Campana.   Un chocolate con cacahuetes.   Pero, hay  problema….la Sra. Campana tiene alergías del chocolate!!!    Zina no sabe.   La Sra. Campana recibe el chocolate de Zina y no le dice nada.

El año pasado, Zina le dió a la Sra. un chocolate con cacahuetes.    La Sra. recibió su regalo usando las mangas largas.  .

Hace dos años, Zina le dió a la Sra. un chocolate con cacahuetes.  La Sra.  recibió su regalo con una cuchara .

Hace tres años, Zina le dió a la Sra. un chocolate con cacahuetes.  La Sra. recibió su regalo así:   “Zina pon el chocolate a la mesa.”   Zina puso el chocolate a la mesa.

Este año Zina decide dar mucho  a la Sra. Campana.   Zina tiene muchos amigos famosos.   Brittney Spears y Los Hermanos Jonas y Justin Bieber  son amigos famosos de Zina.

Zina llama a Justin.   Zina dice “ la Sra. Campana necesita más regalos.”   Justin decide dar churros a la Sra.

La Sra.  espera una hora, siete minutos y cincuenta y medio segundos.  La Sra.  Campana está muy feliz.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

3

El cumpleaños de la Sra. Campana es el diez y siete de noviembre.     La Sra. Campana es especial.   Su cumpleaños es una fiesta en la cafetería.  La cafetería sirve la comida de La Campana de Taco.

Una  persona que trabaja en la cafetería se llama Zina.   Zina es muy baja.  Zina es una amiga.   A Zina le gusta dar regalos a la Sra. Campana.   Todos los años, Zina le da un chocolate a la Sra.  Campana.   Un chocolate con cacahuetes.   Pero, hay  problema….la Sra. Campana tiene alergías del chocolate!!!    Zina no sabe..   Zina piensa que es perfecto.  La Sra. Campana recibe el chocolate de Zina y no le dice nada.   No hay problema.

El año pasado, Zina le dió a la Sra. un chocolate con cacahuetes.    La Sra. recibió su regalo usando las mangas largas de su chaqueta para no tocar los cacahuetes.  No había problema.

Hace dos años, Zina le dió a la Sra. un chocolate con cacahuetes.  La Sra.  recibió su regalo con una cuchara  para no tocar los cacahuetes.  Zina no vio que había un problema.

Hace tres años, Zina le dió a la Sra. un chocolate con cacahuetes.  La Sra. recibió su regalo así:   Ella le dijo, “Por favor, pon el chocolate a la mesa.”..para no tocar los cacahuetes.    Zina puso el chocolate a la mesa.   No había problema.

Este año es diferente.   Zina decide dar mucho  a la Sra. Campana.   Zina tiene muchos amigos famosos.   Brittney Spears y Los Hermanos Jonas son amigos famosos de Zina.   Justin Bieber es un amigo famoso de Zina.

Zina llama a sus amigos.   Llama a Justin.   Zina dice que la Sra. Campana necesita más regalos.   Justin decide dar churros a la Sra.

El día de su cumpleaños, le dice a la Sra. que la Sra necesita esperar una sorpresa.    La Sra.  espera una hora, siete minutos y cincuenta y medio segundos.  La Sra.  Campana está muy feliz.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

4

El cumpleaños de la Sra. Campana es el diez y siete de noviembre.     Normalmente la gente celebra un cumpleaños con la familia, pero la Sra. Campana es especial.   Su cumpleaños es una fiesta en la cafetería.  La cafetería sirve la comida de La Campana de Taco.

Muchas personas trabajan en la cafetería.  Una se llama Zina.   Zina es muy baja.  Zina es una amiga.   A Zina le gusta dar regalos a la Sra. Campana.   Todos los años, Zina le da un chocolate a la Sra.  Campana.   Un chocolate con cacahuetes.   Pero, hay  problema….la Sra. Campana tiene alergías del chocolate!!!  Zina no sabe que la Sra. tiene alergías.   Zina piensa que es el regalo perfecto.  La Sra. Campana normalmente recibe el chocolate de Zina y no le dice nada de su alergía.   Zina no ve que hay  problema.

El año pasado, Zina le dió a la Sra. un chocolate con cacahuetes como siempre.    La Sra. recibió su regalo usando las mangas largas de su chaqueta para no tocar los cacahuetes.  Zina no vio que había  problema.

Hace dos años, Zina le dió a la Sra. un chocolate con cacahuetes como siempre.  La Sra.  no tenía puesta mangas largas, y recibió su regalo con una cuchara  para no tocar los cacahuetes.  Zina no vio que había  problema.

Hace tres años, Zina le dió a la Sra. un chocolate con cacahuetes como siempre.  La Sra.  no tenía puesta mangas largas, ni una cuchara y recibió su regalo así:   Ella le dijo, “Por favor, pon el chocolate a la mesa.”..para no tocar los cacahuetes.    Zina puso el chocolate a la mesa.    Zina no vio que había  problema.

Este año es diferente que los otros años.   Zina decide dar mucho  a la Sra. Campana.   Zina tiene muchos amigos famosos.   Una amiga famosa es Brittney Spears.   Los Hermanos Jonas son amigos famosos de Zina.   Justin Bieber es un amigo famoso de Zina también.

Zina llama por teléfono a sus amigos.   Llama a Justin.   Zina dice a Justin que la Sra. Campana necesita más regalos este año.   Justin decide dar unos churros a la Sra.

El diez y siete de noviembre, el día de su cumpleaños, Le dice a la Sra. que la Sra necesita esperar una sorpresa.    La Sra.  espera una hora, siete minutos y cincuenta y medio segundos.  ¡ Por supuesto es el regalo de Justin Bieber y es una sorpresa grande!   La Sra.  Campana está muy feliz.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

5

El cumpleaños de la Sra. Campana es el diez y siete de noviembre.     Normalmente la gente celebra un cumpleaños con la familia, pero la Sra. Campana es especial.   Su cumpleaños es una fiesta grande en la cafetería.  En su honor, la cafetería no sirve la comida de la cafetería.   La cafetería sirve la comida de La Campana de Taco en honor de la Sra. Campana.

Hay muchas personas que trabajan en la cafetería.  Una trabajadora se llama Zina.   Zina es muy graciosa y muy baja.  Zina es una amiga de la Sra. Campana.  A Zina le gusta dar regalos a la Sra. Campana.   Todos los años, Zina le da un sólo chocolate a la Sra.  Campana.   Un sólo chocolate con cacahuetes.   Pero, hay un problema….la Sra. Campana tiene alergías del chocolate!!!  Zina no sabe que la Sra. tiene alergías de nada.   Zina piensa que es el regalo perfecto.  La Sra. Campana no quiere que Zina esté triste, por eso, normalmente recibe el chocolate de Zina y no le dice nada de su alergía.   Zina no ve que hay  problema.

El año pasado, Zina le dió a la Sra. un chocolate con cacahuetes como siempre.    La Sra. recibió su regalo usando las mangas largas de su chaqueta para no tocar los cacahuetes.  Zina no vio que había  problema.

Hace dos años, Zina le dió a la Sra. un chocolate con cacahuetes como siempre.  La Sra.  no tenía puesta mangas largas, y recibió su regalo con una cuchara  para no tocar los cacahuetes.  Zina no vio que había  problema.

Hace tres años, Zina le dió a la Sra. un chocolate con cacahuetes como siempre.  La Sra.  no tenía puesta mangas largas, ni una cuchara y recibió su regalo así:   Ella le dijo a Zina, “Por favor, pon el chocolate a la mesa.”..para no tocar los cacahuetes.    Zina puso el chocolate a la mesa.    Zina no vio que había  problema.

Este año es diferente que los otros años.   Zina decide dar muchos regalos a la Sra. Campana.   Zina tiene muchos amigos famosos.   Una amiga famosa es Brittney Spears.   También los Hermanos Jonas son amigos famosos de Zina.   Por supuesto, Justin Bieber es un amigo famoso de Zina también.

Zina llama por teléfono a sus amigos.   Llama primero a Justin.   Zina dice a Justin que la Sra. Campana necesita más regalos este año cuando celebran su cumpleaños en la cafetería.   Justin decide dar unos churros a la Sra.

El diez y siete de noviembre, el día de su cumpleaños, Zina llama por teléfono a la Sra.   Le dice a la Sra. que la Sra necesita esperar una sorpresa.    La Sra.  espera la sorpresa una hora, siete minutos y cincuenta y medio segundos la sorpresa.  ¡ Por supuesto es el regalo de Justin Bieber y es una sorpresa grande!   La Sra.  Campana está muy feliz porque no hay cacahuetes en los churros.

Posted in Spanish Embedded Readings | Leave a comment
06 Mar 2013

La Casa Tomada from Carrie

Carrie Toth has posted an Embedded Reading adaption of “La Casa Tomada” by Julio Cortazar on her website Somewhere to Share.

Check out how one small section from the middle of the piece becomes an intriguing introduction to the base reading.    Very Cortazar!

Thanks for sharing Carrie!

 

 

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.

Posted in Base Readings/Base stories, Embedded Readings from Literature, Spanish Embedded Readings | Leave a comment
04 Mar 2013

The Practical Question: How Do I Use An Embedded Reading?

One step at a time.

Step 1: Tell them what it is.

We are asking students to read several versions of a text.  Some students would prefer to not even read one.  We need to be transparent about our goal:  to make this reading comprehensible and accessible because _____________________________________ (you fill in the blank for the piece you’ve chosen.)

Promise them that if they stay with you, that this is going to work.  It has worked for hundreds of students across the world and it is going to work for them as well.

Step 2: Make the base reading as clear as possible.

 

The base reading is the magic ticket.  If the students really get this, the rest is easy.  Go slowly.  Make sure that each word, each phrase, each sentence is understood.   They need a clear visual of what is going on in this reading.  Crystal clear.  They may have questions about what happens next, or why something is happening (Great! We want them interested and curious!) but what is in the text should be solid.   Ask questions.  Check for comprehension.  Get a summary.  Act it out.  Illustrate it.  Whatever it takes to make sure that everyone has the same view of what is in the base reading.

Step 3:  Continue now or continue later?

Whatever is best for the students.  Other than that, it doesn’t matter.  Really.  If they are still with you, you are prepared and you have enough time, goon to the next version.  If not, wait until you meet again.

Step 4: Introduce the next level.

If time has passed since using the base reading, review or reread it.  It won’t take long.  It will also let you see if everyone really understood it.   How?  You know the age level, reading level and temperament of your students.  Silently, read-pair-share, ask questions….you choose.

Step 5: Read the next level of the reading using a different approach or followed by a different activity.  

 

The goal is to have repetitions of the reading, not to repeat the activity.   That is a sure-fire way to lose student interest.   As you read, make sure to have students identify new language and new information.   Check for comprehension.  Engage in conversation with your students about the piece.  Encourage them to ask questions, note plot twists,make predictions.

Make sure that you have a short follow-up activity for this version.  As long as it is concise, connected to the goals and students will be able to do it successfully, it is a good activity!!   Questions, a quick game, a story board, a summary, etc.   Start with the activities that have already brought your students success.   Look for other ideas to add to your repertoire…you will many more opportunities to use them!!!

Repeat Steps 3, 4 and 5 until the students have read all of the versions of the piece.

The key is to go back to the questions you started with during planning.    If the reading has been scaffolded well, and the activities chosen align with the goals, your students will be able to do this very sucessfully!!!

Teachers have successfully read all of the versions of a reading in two days, or over the course of two weeks.  For more examples of activities, read through the entries in the Category: Using Readings With Students on the right hand side of the page.

Hint: Do not force an unwilling and resistant class too far.   It won’t be worth it.  It would be great if they read all five versions of _____________.  But if they only get through three versions, so be it.

Hint:  If a class has students with a variety of reading levels, allow faster-processing students to read the most advanced version independently while you work with students who need support through a less-strenuous version.

Next post:  Feedback from other teachers who use 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.

Posted in Definitions and Explanations, Frequently Asked Questions, Ideas, Teachers Talk About Embedded Reading, Using Readings With Students | Leave a comment
04 Mar 2013
2 Comments

The Philosophical Question: How Do I Use An Embedded Reading?

Any way that your professional experience and your knowledge of your students tells you to.

Seriously.

 Ask yourself a few questions about the reading before you get started:

1. Why do you want your students to work with this piece? (This is good to know. You may have to defend your choice.)

2. Why will your students want to work with this piece? (If you cannot come up with a good reason, it will be hard to convince them to do it.)

3.  What do you want them to be able to do when they are finished working with this piece? (Use that piece in whatever ways necessary to make that happen.)

4.  What activities do your students already do that help them to achieve the goal(s) identified in #3?  (adapt those to use with a version of the reading.  The things that you ALREADY DO SUCCESSFULLY are the best place to start.)

Connect your activities to your goals.

My goals as a teacher, and my goals for my students, are not the same as yours.

I’ll share mine so that you can understand the activities that I have mentioned for the readings that I use, but you will have to connect your goals to your instruction. ( If you are not about how to do that, please ask.  Many people read this blog and will happily share ideas!)

My Goals:

I teach for comprehension.

Students acquire language when they understand it.   Every time I ask students to read, it must BECOME comprehensible.

I teach for success.

I plan for my students to be successful.   I ask them to focus, to think, to take chances, to adapt, to stretch, to learn from mistakes but every single activity is geared towards success.

I teach so that my students will have a better understanding of the world.

We live in an ever-changing world full of constants.  Love.  Hate.  Challenge.  Triumph.  Laughter.  Tears.  The deeper their understanding of the constants, the more skilled they will be to work with the changes.

I teach so that I can sleep at night.

I try very hard not to mislead, misuse, misjudge, mistake, misread or mismanage my students.  When it happens, because I’m very human, I try to apologize, and to change what I am doing.

Problem #1: It is so easy to get caught up in having my students read a particular piece so that I am happy.  That is in direct opposition to my goals.  What makes me happy?  For a “Top Down” reading it’s beautiful literature, literature that has an emotional connection for me, literature that will impress other educators or parents, literature that makes me feel like a great teacher, articles that native speakers would read, fascinating cultural pieces.  For a “Bottom Up” reading it’s when I love the story that I created, or because I love creating Embedded Readings, because I am proud of how I used every single student contribution, or because I want to show off how well my students have written the stories that eventually became the reading.  But,  teaching should not be about me.  It should be about my students.

The Solution: Examine, realistically, the benefits FOR MY STUDENTS of reading a particular piece.  If the benefits align with my goals, then I have chosen a good piece.

Problem #2:  The piece is too difficult for my students.  It doesn’t matter how perfect the piece is, if I have to destroy it to make it comprehensible it is not the right piece for my students.  If I have to pre-teach a structure for every sentence, it is not the right piece for my students, NO MATTER HOW MUCH I LIKE IT OR WANT TO USE IT.

The Solution:  Choose, very carefully, the pieces to adapt.  Can a piece be scaffolded to BECOME comprehensible within 5 versions?  If not, re-think it’s viability for your students.

Enjoy the journey!!

 

 

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.

Posted in Definitions and Explanations, Frequently Asked Questions, Teachers Talk About Embedded Reading, Using Readings With Students

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