Embedded Reading

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Archive for the month “March, 2019”

22 Mar 2019
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Now What? Activities

Activities!!  That is what I am asked about most often:  What other activities can I do with these readings?

I love this question because it means that the teachers asking it already realize that it is important to vary the activities as we read different versions of the text.  

Why?  Variety for one.  Addressing a variety of skills, appealing to a wide variety of students, the reasons are many!

So here goes!  Let’s look at some additional goals for those readings beyond getting from point A to point Z….and match them with activities.  The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment.

Remember, we usually do one activity per level unless there is a compelling reason to do more!

Here is the embedded reading example  in English from that we have been working with.  Below is a chart that can be used to identify ONE set of potential activities.  The activity examples are at the end on a Google document.

*Note 1:  This example is more for upper level students, however, the examples can be adapted for any level.  

*Note 2:  This is just a small set of potential activities.  Additional examples (particularly ones with more physical action) will come in a later post!

Base reading:

Students are uniting to draw attention to a very important issue.   The movement has inspired events in a number of countries. One student in particular has received a lot of attention for her actions.  Politicians are not sure how to respond to this movement.  

Version 2:

Around the world, students are uniting to draw attention to a very important issue.   The movement has inspired events in a number of countries, including school walkouts. The global movement is a result of a United Nations report and other studies worldwide. One student in particular, Greta Thunberg of Sweden,  has received a lot of attention for her actions. Politicians are not sure how to respond to this movement. Some feel strongly that the loss of class time is not appropriate. Others have expressed that if they were younger, they too would be leaving school in order to make a point. 

Version 3:  

Around the world, students are uniting to draw attention to a very important issue.   Thanks to the power of social media, young people around the globe have decided to speak their minds to the press and to their respective governments.  This youth movement has inspired events in a number of countries, including protests and school walkouts. The global movement is a result of a United Nations report and other studies worldwide. One student in particular, Greta Thunberg of Sweden, is being seen as a leader for inspiring others.  As a result, she has received a lot of attention for her actions. Politicians are not sure how to respond to this movement. LIke many adults, some feel strongly that the loss of class time is not appropriate. Others support the passion and interest of these young people and have expressed that if they were younger, they too would be missing school in order to make a point. 

Version 4

Around the world, students are uniting to draw attention to a very important issue: climate change   Thanks to the power of social media, young people around the globe have decided to speak their minds to the press and to their respective governments about the future of the planet.  This youth movement has inspired events in a number of countries, from Europe to the U.S. to Australia. There have been numerous events, including protests and school walkouts. The global movement is a result of a United Nations report and other studies worldwide about potential and deadly results of climate change.. One student in particular, Greta Thunberg of Sweden, is being seen as a leader for inspiring others.  As a result, she has received a lot of attention for her actions. Politicians are not sure how to respond to this movement. LIke many adults, some feel strongly that the loss of class time is not appropriate. They feel that students would better serve the cause by writing letters or emails. Others support the passion and interest of these young people and have expressed that if they were younger, they too would be missing school in order to make a point.   They too believe that we need to address this issue, and that the future belongs to all of us, especially young people. 

Possible activities:  These could be used with any of the versions above.

Here is a document with MANY ideas so remember to keep scrolling!!!!

https://docs.google.com/document/d/1Viio5kDKfs42Id4vc4DnnDz1TDDnhr8vs85vFzNyJgE/edit?usp=sharing

Posted in Embedded Readings for ELA/ELL, Examples of Embedded Reading in English, Tips for Success, Using Readings With Students
01 Mar 2019

Now What?: The Middle Readings

So you’ve set everything up with the base reading and you are ready to move on….so are the students!!  You know where you want the students to be in the final version and now you need to get from here to there.  

Now what?

Let’s look at some additional goals for those readings beyond getting from point A to point Z.

  • Identify the main idea or theme of the text.
  • Identify the supporting details of the main idea or theme.
  • Visualize the meaning of the text.
  • Identify new details in the text.
  • Put the details of the text into a graphic organizer.
  • Illustrate or add details to a storyboard.
  • Add dialogue where it doesn’t appear.
  • Compare/contrast the text to a previously read text or familiar story.
  • Summarize the text.
  • Predict what will happen in the future.
  • Identify the physical description, personality traits, strengths and weaknesses of the characters
  • Predict the emotional reactions of the characters.
  • Compare contrast experiences of the characters with personal stories/experiences.
  • Build reading stamina (the ability to read longer and longer passages without losing focus or forgetting information).
  • Recognize synonyms of familiar words.
  • Create a graphic organizer for the information in the text.
  • Think beyond the reading to create possible additional characters/events that could be added.
  • Wonder what else might be happening in regards to the events and characters in the text.
  • Ask questions about incomprehensible vocabulary or disconnected/missing information.
  • Use the text to create a version that is even more detailed.

It’s completely possible to choose a wonderful activity to do with each level of the text, without having a goal.  However, it usually makes more sense to students if we can connect the chosen activity to a particular goal.

Shhhh….the truth is that COMPREHENSIBLE INPUT is always the goal of reading.  To enjoy the material, to understand the text, to see the movie in the head….and by doing that ….grow language.

But we can also choose other goals.  Ideally, every text we read would be so enthralling that teachers would never have to have other reasons…but then again…we teach in the real world…so…what goal do you have in mind??

In the next post we will look at activities that support our goals!  My guess is that you have a decent repertoire of these already!

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01 Mar 2019

Now What? Base Reading and Activities

So you have an embedded reading, and you want to use it with students…Now What?!!!

Well, let’s first look at WHY you want to read this particular piece with students. If you haven’t read “Why Read The Last Version?”, please do! If you know where you are headed with an embedded reading, everything else is easier!

The best place to start when making Now What? decisions is to determine your goals:

1. The Base Reading

Let’s use this base reading in English as an example:

Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. One student in particular has received a lot of attention for her actions. Politicians are not sure how to respond to this movement.

1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful:

  • Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. You can then have them compare drawings and add necessary details, or use a picture you have taken of student work/use a document reader to project student work to discuss using the base reading.
  • Gestures: If there is a lot of “gesture-able” vocabulary in the text, students can gesture the meaning of sections of the text as you read it. (ie. uniting, inspired, has received, are not sure)
  • Acting: If the reading lends itself to this, you can use student actors to act out the text as you read/narrate. You can also have students get into pairs or groups, with each student “taking the part” of a character. The teacher reads/narrates and in small groups each student character acts out the sentence read. (For the reading above, after reading for meaning, give small groups 3 minutes to decide how to act it out as you read!)

Regardless of what you choose, the goal and focus of the activity is on understanding the meaning of the text as completely as possible!

1B. Your second goal for the base reading is for it to be interesting!! You are going to try to convince a group of students to read and reread text….there must be something compelling in the base reading that pulls them towards the next level.

Here are some suggestions:

  • This topic may be something students already know something about. Ask students to share (in the TL or in L1 and you restate/rewrite in the TL) what they already have heard/read/seen about the topic. Keep this list to compare to the following versions so students can see their own knowledge appear!
  • Because this reading is just the beginning, a great activity is to create questions about what students DON’T yet know! The first few times you do this, I suggest that you do it together with students as a class activity. Imagine that you are writing to the author/reporter of the base reading and form questions asking for specific information about what might be in the next reading!
    Ideas based on the base reading above:

         What is the important issue?
         Why is it important?
         What kind of events are taking place?
         In which countries are they taking place?
         Who is the student who is receiving a lot of attention and where is she from?
         How are politicians responding?

        Are students in the U.S. participating in this movement?

  • This is also a great place to brainstorm predictions!! Again, model this first by doing this as a class activity. Ideas:

         More and more countries will be involved.
         Politicians will criticize the students.
         Students from the U.S. will be interested and want to be included.

These activities will all work with simple texts and stories!!  There are more, but we will look at those in the next post!!

 

Posted in Base Readings/Base stories, Examples of Embedded Reading in English, Tips for Success, Using Readings With Students, Using Songs | Leave a comment

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