Embedded Reading

Simplify, Scaffold, Succeed!!

Archive for the category “Creating from the Bottom Up”

iFLT17

Welcome!!!!    This is our “special place” for information!!!

Here is our PowerPoint from our presentation on Wednesday, July 11th:

EmbeddedReadingPart1iFLT2017

Here is the PowerPoint from our presentations on Thursday, July 12th:

EmbeddedReading2iFLT copy

Here is a document that includes a number of CI-based reading activities.

Reading Activities Chart

Look for upcoming posts on how to incorporate more CI reading activities into your classroom!

Laurie and Michele

Agen 2016

Hello!

Here you will find the PowerPoints and handouts that we used in the presentations in Agen, France in July 2016.  So glad that you are here!

Please remember that these are for your personal and professional use.  They are not to be sold.  You may share them with others.

PowerPoints:

Agen ER Day 1

Embedding Reading in Agen Part 2

Helpful Handout:

Handout for Embedded Reading Agen 16

If you have any questions, please contact me at lclarcq@yahoo.com!!

with love,

Laurie

 

Epilogue Casi Se Muere

Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.)  created with the help of her students.  (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish.     This story, entitled,  One Year Later, is the epiloque written by Andrea’s students.    The idea of the story is that one year later, Ana (main character-student from California) returns to the city of Temuco, Chile where she had been a participant in an exchange program.  (Storyline of Casi Se Muere).  While she is there the first time, she saves the life of a student and they become interested in each romantically.

The idea of “one year later”  worked beautifully for repetitions!!!   At the end of the novel, the community was celebrating Independence Day.  When she returns a year later,  it’s Independence Day again!  Because of this,  Andrea was able to have the students reuse scenarios and structures from the book to create the reading.

Andrea also encouraged them to recycle other events (and therefore vocabulary and structures) from the novel in creating the story.   At the same time, they were asked to create a NEW situation or scenario.    What a great example of an upper-level task!

Below is Andrea’s 4th period class’ epilogue…first in Spanish and then in English so that those of you who do not read in Spanish can enjoy.    Thanks for sharing Andrea!!

Un Año Después

Base Reading

Un año después, Ana regresa a Chile.

Ana va a la escuela, y se siente muy feliz porque Teresa está en la escuela también.

¡Ana ve a Pepe Ayala!  Otra vez, ¡Pepe no puede tomar aire!  Ana pone los brazos alrededor de Pepe y presiona muy fuerte.  Un pedazo de empanada sale de la boca.

Ana mira a Pepe y Teresa.  De repente, Pepe la da un beso a Teresa.  Ana grita “¿QUÉ?” y se siente muy enojada.

Ana quiere ir a una de las fiestas para celebrar el 18 de septiembre.  Ana decide ir a la fiesta de Jaime porque está enojada con Teresa y Pepe.

Ana está sorprendida que le gusta pasar tiempo con Jaime.  Después de dos días, Ana no se siente enojada.

Después de dos semanas, Ana vuelve a California.

Version 2

Un año después, Ana regresa a Chile.  Primero, Ana va a la casa de Teresa, pero Teresa no está allí.

Ana va a la escuela, y se siente muy feliz porque Teresa está en la escuela también.  Ana habla con Teresa.

Ana y Teresa van al parque. ¡Ana ve a Pepe Ayala!  Ana grita, “¡Hola!” y camina hacia él. Otra vez, ¡Pepe no puede tomar aire!  Ana pone los brazos alrededor de Pepe y presiona muy fuerte.  Un pedazo de empanada sale de la boca.

Ana mira a Pepe y Teresa.  Algo es diferente, de repente, Pepe le da un beso a Teresa.  Ana grita “¿QUÉ?” y se siente muy enojada.

Ana quiere ir a una de las fiestas para celebrar el 18 de septiembre.  Ana decide ir a la fiesta de Jaime porque está enojada con Teresa y Pepe.

Ana está sorprendida que le gusta pasar tiempo con Jaime.  Ana piensa mucho en Jaime. Están enamorados.  Después de dos días, Ana no se siente enojada.

Después de dos semanas, Ana vuelve a California.

Version 3

Un año después, Ana regresa a Chile.  Ana llega en Temuco.  Primero, Ana va a la casa de Teresa, pero Teresa no está allí.

Ana está emocionada por ver a sus amigos porque tiene ropa nueva. Va a la escuela, y se siente muy feliz porque Teresa está en la escuela también.  Ana habla con Teresa.

Ana y Teresa van al parque.  De repente, Ana ve a una persona que conoce.  ¡Ana ve a Pepe Ayala!  Ana grita, “¡Hola!” y camina hacia él. Pero, Pepe tiene un problema.  Otra vez, ¡Pepe no puede tomar aire!  Ana pone los brazos alrededor de Pepe y presiona muy fuerte.  Un pedazo de empanada sale de la boca.  Cae al suelo.  Pepe dice, “Otra vez, estoy vivo gracias a tu buena acción.”

Ana quiere pasar tiempo con Pepe.  Ana mira a Pepe y Teresa.  Algo es diferente, y Teresa le da un abrazo fuerte a Pepe. De repente, Pepe le da un beso a Teresa.  Ana grita “¿QUÉ?” y se siente muy enojada.

Ana quiere ir a una de las fiestas para celebrar el 18 de septiembre.  Ana decide ir a la fiesta de Jaime porque está enojada con Teresa y Pepe.  Está enojada porque Pepe le dio un beso a Teresa. En la fiesta muchas personas comen empanadas y beben soda.

Ana está sorprendida que le gusta pasar tiempo con Jaime.  Ana está muy feliz, y piensa mucho en Jaime. Están enamorados.  Después de dos días, Ana no se siente enojada.  Está feliz porque Teresa y Pepe están felices juntos.

Después de dos semanas, Ana vuelve a California.

One Year Later

One year later, Ana returns to Chile.

Ana goes to school and feels very happy because Teresa is in school too.

Ana sees Pepe Ayala!!  Again, Pepe cannot breathe!  Ana puts her arms around Pepe and applies every strong pressure.  A piece of empanada flies out of his mouth.

Ana looks at Pepe and Teresa.  Suddenly, Pepe gives Teresa a kiss.  “What?!”, Ana shouts.  She feels very angry.

Ana is surprised that she likes to spend time with Jaime.  After two days, Ana doesn’t feel angry.

After two weeks, Ana returns to California.

Version 2

One year later, Ana returns to Chile.  First she goes to Teresa’s house, but Teresa isn’t there.

Ana goes to school and feels very happy because Teresa is in school too. Ana talks to Teresa.

Ana and Teresa go to the park.  Ana sees Pepe Ayala!!  Ana shouts, “Hello!” and walks toward him.  Again, Pepe cannot breathe!  Ana puts her arms around Pepe and applies every strong pressure.  A piece of empanada flies out of his mouth.

Ana looks at Pepe and Teresa.  Something is different.  Suddenly, Pepe gives Teresa a kiss.  “What?!”, Ana shouts.  She feels very angry.

Ana wants to go to one of the parties to celebrate September 18th.  She decides to go to Jaime’s party because she is angry with Pepe and Teresa.

Ana is surprised that she likes to spend time with Jaime.  They are in love.  After two days, Ana doesn’t feel angry.

After two weeks, Ana returns to California.

Version 3

One year later, Ana returns to Chile.  She arrives in Temuco.  First she goes to Teresa’s house, but Teresa isn’t there.

Ana is excited to see her friends because she has new clothes.  Ana goes to school and feels very happy because Teresa is in school too. Ana talks to Teresa.

Ana and Teresa go to the park.  All of a sudden, Ana sees a person that she knows.  Ana sees Pepe Ayala!!  Ana shouts, “Hello!” and walks toward him.  But Pepe has a problem!  Again, Pepe cannot breathe!  Ana puts her arms around Pepe and applies every strong pressure.  A piece of empanada flies out of his mouth.  It falls to the ground.  Pepe says,  “Again I am alive thanks to your good deed.”

Ana wants to spend time with Pepe.  Ana looks at Pepe and Teresa.  Something is different and Teresa gives Pepe a big hug.  Suddenly, Pepe gives Teresa a kiss.  “What?!”, Ana shouts.  She feels very angry.

Ana wants to go to one of the parties to celebrate September 18th.  She decides to go to Jaime’s party because she is angry with Pepe and Teresa.  She is angry because Pepe kissed Teresa.  At the party, many people eat empanadas and drink soda.

Ana is surprised that she likes to spend time with Jaime.  Ana is very happy and thinks about Jaime a lot.  They are in love.  After two days, Ana doesn’t feel angry.  She is happy because Pepe and Teresa are happy together.

After two weeks, Ana returns to California.

 

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.

Student-created story from David: In Latin and in English

Here is a message and embedded reading from David Maust who teaches LATIN!!  He and several colleagues have found great success.  We’ll try to post more from them!  Thank you David for sharing this !

I had a lot of fun with this “bottom-up” embedded reading activity today. Wanted to share:

Today I tried an alternative to the regular “PQA-Ask the Story” routine. Instead I used Laurie Clarcq and Michelle Whaley’s “Bottom-Up Embedded Reading” format that they presented at NTPRS. It was very successful. The kids were very engaged for a whole block period (with a couple brain-breaks) and I got high reps on the structures. There was also not too much dead-time or English use that happens sometimes during the “Asking the Story” format because the details were already decided ahead of time (but still all chosen by the students).

I first gave the kids a short English story script the day before with blanks to fill in like a Matava or Tripp script. They did this on pieces of notebook paper. It took about 5 minutes. The story went like this:

_____ and ______made a trip to _______ because they wanted to ________. When they arrived, they said, “______!” They said that because _________. Then they began to ______.

The Key Structures were:

  • -iter fecerunt – made a trip
  • -cum pervenissent – when they arrived
  • -tum coeperunt – then they began…

I also ended up adding the structure convivari – to party, because that was in my final story I chose.

For the block period (100 minutes) I got:

  • 79 reps – iter fecerunt – made a trip
  • 67 reps- cum pervenissent – when they arrived
  • 78 reps – tum coeperunt – then they began…
  • 59 reps – convivari – to party

So after I got the suggestions from the kids, I reviewed them at home and put together a 3 location story script. Then I put each location into a powerpoint slide that would let me add in one sentence at a time.

I asked for the suggestions on Friday before Thanksgiving Break and presented the story on the Monday following the break. I presented it without any PQA; I just put up the first sentence, translated the new words, gave them the ASL signs, had them do the signs and started circling the sentence. It was great and comprehension was high. Then I did the same routine through the first location, taking about 45 min. to do this. I included actors about half-way through and we added a couple details just for fun, but I would actually not do the detail adding again – it was a little distracting. Just keeping to the script was plenty of input by itself.

I also added into my circling some of the other kids’ suggestions orally. This was a good way to use some of the material that didn’t make it into the official written story, but was still funny stuff and supported getting reps on the key structures.

After we had the first location well done and probably about 50 reps on each structure (I checked in with my rep counter), I had the actors sit down and we did a choral translation of the first location.

Then I went through the other two locations more quickly, but still pausing to circle and do comprehension and translation checks. Then we chorally translated each new location, but reading was faster since we had practiced the structures some already. Attention started to wane some on the last location, but this was understandable. Maybe next time I will save the other location(s) for the next day.

The kids gave me positive feedback at the end of the activity and I could tell it was a change of pace that helped hold attention. We’ve done about 5 scripted stories so far this year in addition to mini-stories at the beginning of the year and I felt like they needed a change of routine, especially on the first day back from Thanksgiving break.

Plus, I found that the energy that I needed to deliver in class was less in terms of trying to craft the story on the spot. This was nice for me, especially on the day back from vacation – just having a script there to follow that still had input that kids came up with. And if I did it again, I may only do one or two locations. I found that by the third location attention was starting to wane so it may be better to add in the third location on the following day in an embedded reading instead of doing them all in one day. For a non-block schedule, I think one could easily do one location in one day and still get great reps. I notice I loose a lot of time when you’re asking the story and deciding it, but with this model the asking was done the day before on paper and it only took about 5 min. (but took me about 45 min. at home to put the story together).

My plan for the rest of the week is to present one or two more versions of the base story as embedded readings with added details, titles, dialog, etc. The base story is below.

Laurie and Michelle! Thank you so much! I’m going to do this all the time! – David

STORY:

English version:

Luis and Steve made a trip to Sea World. Luis and Steve wanted to party with the ladies! When they arrived at Sea World, they said, “Woo-woo!” They said that because they saw a lot of ladies. Then Luis and Steve began to play Tactical-Monopoly-Supreme with the ladies.

The next day, Luis and Steve made a trip to Middle Earth. Luis and Steve wanted to party with the Hobbit ladies! When they arrived at Middle Earth, they said, “This is stupid!” They said that because they saw Gandalf bobble-heads. Then Luis and Steve began to play softball with the Hobbit ladies.

The next day, Luis and Steve made a trip to “Build-a-Bear Workshop” with the Hobbit ladies. The Hobbit Ladies said, “We like Build-a-Bear!” When they arrived at Build-a-Bear Workshop, they said, “O.M.G.!” They said that because they saw a stuffed panda with a jar of peanut butter.

Then Luis and Steve and the Hobbit ladies and the stuffed panda with a jar of peanut butter began to make a trip to Middle Earth because everybody wanted to party in Middle Earth.

Latin version:

Luis et Steve ad Sea World iter fecerunt. Luis et Steve cum feminis convivari volebant! cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt! tum, Luis et Steve Tactical-Monopoly-Supreme cum feminis ludere coeperunt.

postridie, Luis et Steve ad Middle Earth iter fecerunt. Luis et Steve cum feminis Hobbitis convivari volebant!!! cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf Bobble Heads viderunt. tum Luis et Steve cum feminis Hobbitis molipila ludere coeperunt.

postridie, Luis et Steve cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear nobis placet!” cum ad Build-A-Bear Workshop pervenissent, dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-cum-Peanut-Butter-Jar viderunt. tum Luis et Steve, et feminae Hobbitae, et Stuffed-Panda-cum-Peanut-Butter-Jarad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant!

I wanted to clarify one point – the above reading was only the base reading (with the three locations). I was trying to give the kids a format they were familiar with, and that is the typical stories we create from scripts in class, but I just wanted to make it in a different way. And I agree with some of your first impressions: it gave me a chance to use some great ideas from some of the shy kids who never volunteer in class, and it gave me the chance to intentionally use some info from kids who I wanted to engage in a special way by using THEIR details.

So, this was my base reading and then the next day I presented a second embedded reading which I’ve pasted below. When we read this in class I chose the following method:

1. first we read the base reading again and I circled and asked some comprehension and translation questions.

2. I had the kids hold their papers in front of them and said: “We are now going to have a experience much like you might in your English class with Silent Reading, but I am going to be helping you some. I am going to read a paragraph or two out loud and I want you to read silently along and try to create a movie in your heads of what I am reading. You will know most of the words, but there may be a few you don’t recognize. Don’t worry about this. Just keep reading and enjoy the story. After I read a paragraph or two, I will translate them in English. Most of you will not NEED the translation, but if there were any words you were unsure of, the translation will likely clear them up. Just enjoy the reading – I made this reading for you to give you a pleasurable reading experience in Latin, much like you would have when you read an English book.”

So that’s what we did with the second reading and as I read in Latin I noticed that kids actually laughed at appropriate times and seemed to enjoy it. When we were done I asked for some feedback and the kids said that the comprehended a lot and enjoyed it.

Some new elements I added were: title and subtitles, dialogue, Latinized names (the names were Anglicized in the first version, but the Latinized names give me the ability to more accurately inflect them according to how Latin grammar works).

Here’s the second reading below:

English Version:

Alovisius and Stephanus Make a Trip

The Trip to Sea World
One day, Stephanus and Alovisius were in Frances’s Bar. Alovisius said to Stephanus, “Stephanus, it pleases me to make a trip to Sea World. Does this please you?” Stephanus said to Alovisius, “Alovisius, why do you want to make a trip to Sea World? Do you want to see Shamu?” Alovisius said, “No way! Shamu is stupid! It pleases me to party with the ladies in Sea World!” Stephanus said, “Me too!”

And… Alovisius and Stephanus made a trip to Sea World because they wanted to party with the ladies. When they arrived at Sea World they said “Woo-woo!” They said this because the saw a lot of ladies. The ladies were really beautiful and were playing Tactical-Monopoly-Supreme.

“Hello ladies!” said Alovisius and Stephanus. “Hi Alovisius and Stephanus!!! Tee-hee-hee-hee-hee!” said the ladies. Does it please you to play Tactical-Monopoly-Supreme? It’s the best!”

Then, Alovisius and Stephanus began to play Tactical-Monopoly-Supreme with the ladies. They played Tactical-Monopoly-Supreme for seven hours.

The Trip to Middle Earth
The next day, Stephanus said to Alovisius, “It was pleasing to me to party with the ladies in Sea World, but today it pleases me to party with the Hobbit Ladies in Middle Earth!” Alovisius said, “Me too!”

and… Alovisus and Stephanus made a trip to Middle Earth because they wanted to party with the Hobbit ladies. When they arrived at Middle Earth they said, “THIS IS STUPID!” They said this because they saw Gandalf-Bobble-Heads.

The Hobbit Ladies said to Alovisius and Stephanus, “Hello Alovisius and Stephanus!!! Tee-hee-hee-hee-hee! Does it please you to play softball? It’s the best!”

The Gandalf Bobble Heads said to Alovisius and Stephanus, “Bobble-bobble-bobble!” Alovisius and Stephanus said, “STUPID!”

Then Alovisius and Stephanus played softball with the Hobbit Ladies. They played softball for seventy seven hours.

The Trip to Build a Bear
The next day, Alovisius et Stephanus made a trip with the Hobbit Ladies to Build a Bear Workshop. The Hobbit Ladies said, “Build a Bear is the BEST!” When they arrived they said “O.M.G.!” They said this because they saw a Stuffed-Panda-with-a-Peanut-Butter-Jar. The Stuffed-Panda-with-a-Peanut-Butter-Jar was gigantic.

Stuffed-Panda-with-a-Peanut-Butter-Jar said, IT PLEASES ME IN MIDDLE EARTH TO PARTY!!! I WANT TO MAKE A TRIP TO MIDDLE EARTH!!!”

Everyone was afraid of Stuffed-Panda-with-a-Peanut-Butter-Jar. But… Stephaus was brave. Stephanus said, “Stuffed-Panda-with-a-Peanut-Butter-Jar, you may make a trip to Middle Earh. Come with us to Middle Earth!”

Then everyone said, “Hooray!” Everyone was happy.

Then Alovisius and Stephanus and the Hobbit Ladies, and Stuffed-Panda-with-a-Peanut-Butter-Jar made a trip to Middle Earth because everybody wanted to party! In Middle Earth they partied and played Tactical-Monopoly-Supreme for seven hundred seventy seven hours!

Latin Version:

ALOVISIUS ET STEPHANUS ITER FACIUNT
iter ad Sea World
uno die, Stephanus et Alovisius in taberna Francescae erant. Alovisius Stephano dixit, “Stephane, mihi placet ad Sea World iter facere! placetne tibi?” Stephanus Alovisio dixit, “Alovisi, quare tibi ad Sea World iter facere placet? tu vis Shamu videre?” Alovisius dixit, “MINIME! Shamu est stupidus! mihi placet in Sea World cum feminis CONVIVARI!!!” Stephanus dixit, “ego quoque!!!”

et… Alovisius et Stephanus ad Sea World iter fecerunt quod cum feminis convivari volebant! cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt! feminae erant pulcherrimae et Tactical-Monopoly-Supreme ludebant.

“salvete feminae!” dixerunt Alovisius et Stephanus. “avete Alovisi et Stephane!!! Tee-hee-hee-hee-hee!” dixerunt feminae. “placetne vobis Tactical-Monopoly-Supreme ludere? est OPTIMUM!”

tum, Alovisius et Stephanus Tactical-Monopoly-Supreme cum feminis ludere coeperunt. Tactical-Monopoly-Supreme septem horas ludebant!

iter ad Middle Earth
postridie, Stephanus Alovisio dxit, “mihi placebat in Sea World cum feminis convivari, sed hodie mihi placet in Middle Earth cum feminis Hobbitis convivari!!!” Alovisius dixit, “EGO QUOQUE!!!”

et… Alovisius et Stephanus ad Middle Earth iter fecerunt quod cum feminis Hobbitis convivari volebant!!! cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf-Bobble-Heads viderunt.

feminae Hobbitae Alovisio et Stephano dixerunt, “salvete Alovisi et Stephane!!! Tee-hee-hee-hee-hee! placetne vobis MOLIPILA ludere? est OPTIMUM!”

Gandalf-Bobble-Heads Alovisio et Stephano dixerunt, “BOBBLE-BOBBLE-BOBBLE!” Alovisius et Stepanus, “STUPIDUM!!!” dixerunt.

tum Alovisius et Stephanus cum feminis Hobbitis molipila ludere coeperunt. molipila septuaginta sepetem horas ludebant.

iter ad Build-a-Bear
postridie, Alovisius et Stephanus cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear est OPTIMUM!” cum ad Build-A-Bear Workshop pervenissent, omnes dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-with-a-Peanut-Butter-Jar viderunt! Stuffed-Panda-with-a-Peanut-Butter-Jar erat MAXIMUM!

Stuffed-Panda-with-a-Peanut-Butter-Jar dixit, “MIHI PLACET IN MIDDLE EARTH CONVIVARI!!! ITER AD MIDDLE EARTH FACERE VOLO!!!”

omnes Stuffed-Panda-with-a-Peanut-Butter-Jar timebant. sed… Stephanus fortis erat. Stephanus dixit, “Stuffed-Panda-with-a-Peanut-Butter-Jar, licet tibi ad Middle Earth iter facere. veni ad Middle Earth!”

tum omnes dixerunt, “EUGE!!!!!!!!!!” omnes laeti erant.

tum Alovisius et Stephanus, et feminae Hobbitae, et Stuffed-Panda-with-a-Peanut-Butter-Jar ad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant! in Middle Earth convivabantur et Tactical-Monopoly-Supreme septingenti septuaginta septem horas ludebant!

 

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.

 

 

Base Reading 1: The Terrific Weekend

Just in case you need a base story/reading for tomorrow:

__________ was going to have a terrific weekend.   __________ was ready for a terrific weekend.  Everything was ready.   The weekend was going to begin  at 3:00 pm on Friday.   Then, at 2:55 pm on Friday , everything changed.

Ideas:

* Read the paragraph with students and add details and/or additional information together as a class.

* Read the paragraph with students and have students add details and/or additional information in pairs or small groups.

*Use the focus structures ( was going, was ready, everything changed) for Personalized questions and conversation with students

* Use the paragraph to lead into a reading/articles like these:

http://dfw.cbslocal.com/2011/03/16/fort-worth-couple-home-after-quake-strikes-during-japan-vacation/

http://www.teinteresa.es/salud/vacaciones-probabilidades-padecer-problemas-dentales_0_747526899.html

* Use the paragraph to lead into story about a picture like this:

©  http://www.imgurgallery.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.

Base Story Collection

Over the past few weeks teachers have asked if there is a category just for base stories.  What a great idea!!!!!!

A base story is the place to start.  Many teachers are just learning how to use READING FOR THE STORY or READING FOR ACQUISITION (not just answering questions or hunting for recognizable words).   They are looking for short pieces to use to develop their skills and to train their students.

A base story will also allow teachers a strong starting place for teacher who want to practice creating stories from the Bottom Up.   So here is what we are going to try…

I’m going to start a category for base stories in a number of languages.   Please send in a base story in your language and in English!  (3-10 sentences, G-rated, not yet personalized w/ specific places and names)

If you use one in class and develop a neat embedded reading from in, send that in as well and we’ll put that out for teachers to utilize as well.
Thanks to all of you who suggested this idea!!

 

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.

The Family Looked For The Dog

The family looked for the dog

Another good example of Bottom Up Embedded Reading creation.  In English, with a clear outline of how the versions were created.

 

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.

The Boy Opened the Door

An introduction to a short story using ER.  In English but a good example of how a reading is constructed from the Bottom Up!!The boy opened the door

 

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 Bottom Up..Creating an Embedded Reading

This PowerPoint demonstrates how to create an Embedded Reading from a base story, with an example in English.  Feel free to use this with your colleagues!!  We want others to know about, and know how to create, Embedded Readings!  However, please do not use for profit.  (see below)

 

Bottom Up 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.

The “Famous” Oatmeal Story

Ben Slavic was working with a song….backwards planning with the song lyrics as his goal.  I wanted to give him an example of what an embedded reading based on a song might look like for my Level 4s.   So, I chose a few lines that might be found in a love song and created a series of embedded readings using those phrases.

The strategy I used was :
A)  Identify the key phrases
Write a simple piece using the first phrase.
C)  Add details using the second phrase.
D)  Continue adding details using the third phrase.
E)  Add details using the fourth phrase for the final piece.

 

My first thought is that I would “build” the story. For example: the four phrases are….I never knew…I thought….you were the one….each and every day.

Level 1: I never knew

I never knew that oatmeal was delicious. I never knew that oatmeal was delicious because I never ate oatmeal. I never knew that oatmeal was delicious because no one in my family ate oatmeal. I never knew that it could be my favorite breakfast.

Level 2: I never knew + I thought

I thought I knew everything but I never knew that oatmeal was delicious. I thought that oatmeal was horrible. I never knew that oatmeal was delicious because I never ate oatmeal. I wasn;t as smart as I thought I was. I thought that it would be absolutely disgusting. I thought that I would vomit if I ate oatmeal. I never knew that oatmeal was delicious because no one in my family ate oatmeal. My mother never ate oatmeal. My father never ate oatmeal. I thought that my father knew everything. You were just the silly little girl next door….the one that always bothered me. So I thought that oatmeal must be horrible. I never thought about trying it. I never thought that I would like it. I never that it could be my favorite breakfast.

Level 3: I never knew + I thought+you were the one

You were the smart one. I thought I knew everything but I never knew that oatmeal was delicious. You were the one who always said that oatmeal was fantastic. I thought that oatmeal was horrible. You were the one who ate oatmeal every day. I never knew that oatmeal was delicious because I never ate oatmeal. You were the one who told me that I wasn;t as smart as I thought I was. I thought that it would be absolutely disgusting. You were the one who promised me that I wouldn’t vomit if I ate oatmeal. I never knew that oatmeal was delicious because no one in my family ate oatmeal. There was no oatmeal in my house. You were the one who had oatmeal in your house. My mother never ate oatmeal. My father never ate oatmeal. I thought that my father knew everything. You weren’t the one who knew everything. My father knew everything. I was a kid!! You were just the silly little girl next door….the one that always bothered me. You were the one who always played tricks on me. So I thought that oatmeal must be horrible. I never thought about trying it. You were the one who put bugs in my salad and told me that they were raisins!!! So when you were the one who told me that oatmeal was delicious, I never thought that I would like it. I never knew that you were the one who could even make oatmeal wonderful, that you were the oatmeal princess. I never that it could be my favorite breakfast….and that you were the one who was right.

Level 4 I never knew+I thought+you were the one+each and every day

You were the smart one. Each and every day you ate oatmeal. I thought I knew everything but I never knew that oatmeal was delicious. You were the one, each and every day, who always said that oatmeal was fantastic. I thought that oatmeal was horrible. You were the one who ate oatmeal, some how, some way, each every day. I never knew that oatmeal was delicious because I never ate oatmeal. Each and every day you were the one who told me that I wasn;t as smart as I thought I was. I thought that it would be absolutely disgusting. I thought I would vomit each and every drop of oatmeal if I ate it. Each and every day ,you were the one who promised me that I wouldn’t vomit if I ate oatmeal. I never knew that oatmeal was delicious because no one in my family ate oatmeal. Each and every day we ate burnt toast and moldy jam. There was no oatmeal in my house. You were the one who had oatmeal in your house. You ate oatmeal each and every day. Oatmeal with honey, oatmeal with jelly beans, oatmeal with spinach, oatmeal with chocolate chips. Oatmeal with each and every meal. My mother never ate oatmeal. She ate burnt toast each and every day. (dry…she was always on a diet!) My father never ate oatmeal. My father ate burnt toast and moldy jam each and every day!! I thought that my father knew everything. If he ate burnt toast and moldy jam each and every day, then I ate burnt toast and moldy jam each and every day!!! You weren’t the one who knew everything. My father knew everything. I was a kid!! You were just the silly little girl next door….the one that always bothered me….each and every day. You were the one who always played tricks on me….each and every day. So I thought that oatmeal must be horrible. I never thought about trying it. You were the one who put bugs in my salad, each and every day and told me that they were raisins!!! I ate those bugs each and every day for a year!!! So when you were the one who told me that oatmeal was delicious, I never thought that I would like it. I never knew that you were the one who, each and every day, could even make oatmeal wonderful, that you were the oatmeal princess. I never that it could be my favorite breakfast each and every day….with anything….as long as you were with me……and that you were the one who was right. And now you remind me of it each and every day!!! Enough already!!!!!!

 

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