Embedded Reading

Simplify, Scaffold, Succeed!!

Archive for the category “Differentiation”

08 Feb 2015

Scaffolding Knowledge, as well as Reading: Todos Somos Excalibur

I found a wonderful editorial piece that I wanted to share with my Spanish 4/5 class, but a)  it was above their reading level and b)  there were a number of historical and social references in the article that they could not relate to.      I decide to scaffold both the reading and the references using an Embedded Reading.    It worked better than I could have hoped!   You can find the original piece here:

TODOS SOMOS EXCALIBUR

 

Here is the base reading:

                                                                    Todos Somos Excalibur                  OPINIÓN

Llama la atención que, aunque Madrid fue víctima del terrorismo en 2004, la pública no quería organizar después del ataque a Charlie Hebdo. Nuestra reacción no fue nada.

Llama la atención que, en un país que recuperó las libertades hace menos de 40 años, nadie quisiera demostrar.

Llama la atención que españoles se reunieron usando un hashtag —#salvemosaExcalibur— para ayudar a un perro que nadie quisiera salir a la calle ahora.

Llama la atención que continúe el aislamiento de España.

Llama la atención a los españoles.

*********************************************************************************************************

It’s almost poetry.    My students understood the words…but not the piece, or half of it anyway.

THEY DID UNDERSTAND the first sentence and its reference to the terrorism in Madrid.  We had just finished the song “Jueves” by Oreja de Van Gogh, written in remembrance of the victims of that terrorism and had read/watched a few short pieces on the bombing.

THEY DID UNDERSTAND the references to the attack on Charlie Hebdo because we had been following that as part of our current events studies.

The rest were words and phrases that they understood, but really had no meaning.

There were three pieces that they needed a deeper understanding of in order to understand the author’s references:

1.  How the Spanish Civil War separated Spain from the rest of the world.

2.  How that separation was maintained throughout much of Francisco Franco’s rule.

3.  What “Salvemos A Excalibur” was.

**********************************************************************************************

The first two were worthy of a few years study, but I wanted to just give them an overview.  We’ll be doing a more in-depth study in a month or two and it is a very complex topic.   It was tempting to go deep, but I tried to just outline the basics and answer any follow-up questions.   VERY BASIC.

To do that I created several statements for them to read and ask questions about:

A.  The Spanish Civil War was incredibly violent and affected nearly every facet of life in Spain.

B.  Francisco France ruled Spain until the late 1970’s, sometimes with an iron fist.

C.  Since his death, Spain has re-entered the global scene financially, culturally and socially.

The students worked in groups and created 3-5 questions.  Each group asked me their questions and took notes on the answers from all of the groups.   They then had time to create 1-2 more questions based on the new information and we repeated the process.  At the end of the class they wrote any remaining questions on an “exit ticket”  I picked three of those and provided the answers, in writing, the next day.

It’s amazing how, when a teacher will only provide a limited number of answers, how many students have questions!

****************************************************************************************

As for “Salvemos A Excalibur”, I modified an article and the students worked in groups to list what they understood.  It was a great opportunity for them to realize how much they truly do understand!!  Here is the piece:

salvemosaExcalibur

Frankly, we could have spent a long time on this story alone!!   Many of my students are pet-lovers and this really struck a chord with them.   Because they were fired up it led to great discussion and a willingness to write!!

Then we re-read the base story.

One student asked: Why would they get all excited about a dog…but not about people?

Bazinga!!!  The magic question.

*************************************************************************************

Todos Somos Excalibur Opinion Version 2

I dealt with the left hand side of the page differently with different classes.  Here are some options:

1.  Have students work in groups to answer 2-4 questions and then share answers.

2.  Do the above but have period 1 answer some questions, period 2 etc. and then share answers with all classes.

3.  Provide the answers in 1-2 sentence, but out of order (in a list, on cards, on the board) and have students read and match answers to questions.

The students then read the newest version of the article.  They underlined all of the text that they understood, then highlighted the parts that MADE SENSE TO THEM.

Then we formulated questions (using the left hand side as a model) for the information that they didn’t know.

**************************************************************************************

Then it was time to go to the computer lab.  They had questions.  They needed to find answers.  They could search in either language, but if they found the answer in an English post/article, then they had to find a corresponding one in Spanish to verify it.  (Great practice for using Google etc. in the target language!!  Especially for upper levels!!)

The following day, in groups, they listed in Spanish, using the articles/posts, in language they truly understood, what answers they found.  (in large poster format)  By then going around the room, they came back to their own posters to add details, additional information etc.   Someone then took a pic of the poster on his/her phone, shared it with whoever else had one and emailed one copy to me.  I then printed copies for students to use if they preferred paper or did not have a phone.

These are now resources!   The following day we played a favorite: Volleyball, and questions about the posters earned the right for each team to serve.  They were allowed to use their phones/posters as resources!

***************************************************************************************

After a few days of other activities, we came back to Version 3.

Todos somos Excalibur OPINIÓN Version 3

First they read and highlighted the next level of the article…indicating what they understood.   Then came the “treasure hunt” for the words on the left.  One class is very competitive and wanted to race.  So they did.  :o)  The next class didn’t care to, although I gave them the opportunity to.  In the third class, they decided to divide into groups.  Two competed against each other for time/accuracy and the others just worked at their own pace.

Observing this work allowed me to make decisions about which words/phrases would be good to use in Personalized Questions and Answers and/or story-asking.

Next week I’ll let them create short, short stories using 2 or more of the vocab/structures and we will have some fun with those!

*************************************************************************************

By now, these students have really understood this article, acquired some new vocab and felt very successful.  I have two additional versions to use later in the year…..if I choose to.  We will be starting that Post-Franco unit in a few weeks so I may pull them out.  I also like to pull out the original version to show them how far they have come from reading the very first, base reading.

Todos somos Excalibur OPINIÓN Version 4

Todos somos Excalibur OPINIÓN Version 5

Will I?  I don’t know.  The truth is sometimes I am way more excited about these readings that my students will ever be.  But I work with high schoolers.  I need to be careful not to let my excitement with multiple levels become stronger than my ability to keep them interested!!!!!

If I don’t use them for classes (and I may not!), they make great work for kids who are out for an extended time or a student who needs “quiet time” outside of class with quiet work.

***********************************************************************************

All content of this website © Embedded Reading 2012-2015 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 Differentiation, Spanish Embedded Readings, Teachers Talk About Embedded Reading, Uncategorized, Using Readings With Students | Leave a comment
02 Feb 2013

Brrrrr An Embedded Reading in French!

The following comes from Carol H. (aka chill) in New Jersey!  Merci Carol!!

The story comes from a book of story scripts by Jim Tripp .

(permission to use story granted by Jim Tripp)

You will see the story in two levels AND in the past and present tense.  At the end you will find a list for your plan book, department or admins. of vocab/structures etc.

Carol wrote this for her Level 2 classes.  The great thing about Embedded Readings is that you can adapt someone else’s reading for your classes!  Either pump up the more difficult version or create a new “layer” of scaffolding by simplying the first version one or more times.  If you are not sure how to do that, send a note to lclarcq@rochester.rr.com or leave a comment!!

C’est dimanche le trente janvier. C’est l’hiver. Il y a une fille qui s’appelle Rachel. Rachel a un problème. Elle a froid. Un garçon qui s’appelle Ish Kabbible n’a pas froid. Un jour Rachel dit à Ish Kabibble : « Ish, j’ai froid ! »  Ish Kabibble  donne quelque chose à Rachel. Il lui donne des gants. Rachel les met sur sa tête. Elle a toujours froid.

Rachel dit à Ish Kabibble : «  Ish, j’ai toujours très froid. » Ish Kabibble lui donne quelque chose. Il lui donne une veste polaire. Rachel la met sur sa jambe gauche mais elle a toujours froid. Rachel dit à Ish Kabibble : « Ish, j’ai toujours froid ! » Ish Kabibble lui donne une tasse de mochacchino. Rachel la met sur ses mains et Rachel n’a plus froid.

C’est dimanche le 14 janvier. C’est l’hiver. Une fille qui s’appelle Jane a froid. Elle dit à son ami, Dave : « Dave, j’ai très froid. » Dave n’a pas froid et il lui donne une écharpe. Elle la met sur son pied. Elle a toujours froid.

Jane dit encore une fois à Dave : « Dave j’ai toujours froid ! » Dave lui donne un anorak. Jane le met sur sa tête mais elle a toujours froid. Elle dit à Dave : « Dave, j’ai toujours froid ! » Dave lui donne une tasse de café et elle la met sur le pupitre. Jane n’a plus froid.

Au passé

Il y avait deux filles qui s’appelaient Jane et Rachel et il y avait deux garçons qui s’appelaient Ish Kabibble et Dave. C’était lundi le 28 janvier 2013. Il faisait très froid dehors. Jane et Rachel avaient froid. Elles ont dit aux garçons : «  Nous avons froid ! » Dave a donné une écharpe brune, noire, rouge, et blanche à Jane. Jane l’a mise sur son pied droit.  Ish Kabibble a donné des moufles roses à Rachel et elle les a mises sur sa tête. Il y avait un problème. Les deux filles avaient toujours froid ! Elles ont dit aux garçons : « Nous avons toujours froid ! »

Les garçons leur ont demandé : « Pourquoi avez-vous froid ? Nous vous avons déjà donné des vêtements et vous avez toujours froid ! »

Cette fois, Dave a donné un anorak à Jane. Jane l’a mis sur son pied.  Ish Kabibble a donné une veste polaire noire à Rachel. Rachel l’a mise sur sa jambe gauche mais elle avait toujours froid. Elle a dit à Ish Kabibble : « Ish, j’ai toujours froid ! » Ish lui a donné un mochaccino. Rachel l’a mis sur ses mains et elle n’avait plus froid. Plus tard, Jane a dit à Dave : « Dave, j’ai toujours froid. » Dave était un peu frustré et il lui a dit : « Jane, mettez les vêtements que je vous ai déjà donnés ! Mettez-les correctement !» Enfin, il lui a donné une tasse de café Dunkin Donuts. Jane l’a mise sur le pupitre et elle n’avait plus froid !

Au passé

Il y avait deux filles qui s’appelaient Jane et Rachel et il y avait deux garçons qui s’appelaient Ish Kabibble et Dave. C’était lundi le 28 janvier 2013. Il faisait très froid dehors. Jane et Rachel avaient froid. Il y avait deux garçons loin d’elles.

Rachel et Jane se sont approchés d’eux et elles ont dit aux garçons : «  Nous avons froid ! » Dave a donné une écharpe brune, noire, rouge, et blanche à Jane. Jane l’a mise rapidement sur son pied droit.  Ish Kabibble a donné des moufles roses à Rachel et elle les a mises lentement sur sa tête. Il y avait un problème. Les deux filles avaient toujours froid ! Elles ont dit aux garçons : « Nous avons toujours froid ! »

Les garçons leur ont demandé : « Pourquoi avez-vous froid ? Nous savons qu’il fait très froid dehors mais nous vous avons déjà donné des vêtements et vous avez toujours froid ! » Les deux garçons sont devenus un peu frustrés.

Cette fois, Dave s’est approché de Jane. Il était près d’elle et il lui a donné un anorak jaune. Jane a pris l’anorak et l’a mis facilement sur son pied droit.  Ish Kabibble a donné une veste polaire noire à Rachel. Rachel l’a prise et elle l’a mise tout de suite sur sa jambe gauche mais elle avait toujours froid.

Rachel a dit à Ish Kabibble : « Ish, j’ai toujours froid ! » Ish lui a donné un mochaccino. Rachel l’a mis sur ses mains et elle n’avait plus froid.

Plus tard, Jane a dit à Dave : « Dave, j’ai toujours froid. » Dave était un peu frustré et il lui a dit : « Jane, mettez les vêtements que je vous ai déjà donnés ! Mettez-les correctement !» Enfin, Dave lui a donné une tasse de café Dunkin Donuts. Jane l’a mise sur son nez et elle n’avait plus froid ! Dave et Ish Kabibble sont allés loin de ces deux filles bizarres !

“BRRR”

Français 2, le 30 janvier 2013

Structures Présent

Il /elle a froid                      Il/elle lui donne                    Il/elle le met

Is cold                              gives to him/to her                  puts it on

Structures au passé

avait froid                           lui a donné                            l’a mis

was cold                              gave to him/her                    put it on

Other words we used:

Re-cycle body parts, adverbs lentement, rapidement, sérieusement

Il fait/faisait froid   /chaud   /frais

La date: le trente janvier, le quatorze février

Le jour: dimanche (Sunday) review days of the week

Deux mille treize (2013)

En hiver – in winter

Les vêtements – clothes

les moufles                               le manteau                    loin de

les gants                                   l’anorak                        près de

l’écharpe                                  le bonnet                    autour de

les bottes                                                                  dehors

le blouson polaire                                                        fenêtre

la veste polaire                                                           mur

 

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 Differentiation, French Embedded Readings | Leave a comment
12 Jan 2013
1 Comment

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!!!

 

 

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, Definitions and Explanations, Differentiation, Frequently Asked Questions, Ideas, Teachers Talk About Embedded Reading, Using Readings With Students
12 Jan 2013

Ideas for Goal #1

The students are primarily reading vocabulary and structures that they have seen and heard before. That doesn’t mean that they have mastered them, but they aren’t completely unknown or perplexing. We can use a variety of types of text:
1. Reading based on PQA:
It could be a reading about a class or an individual. It doesn’t have to be exactly what was talked about in class, but it could be a spin-off from a conversation. Michele’s example was based on PQA. Once I was PQA’ing “woke up” and a student told us about a time at camp that he woke up in his cot, on a raft, floating in the lake. I used that to create an embedded reading. “woke up” was a fairly new phrase, but everything else was very familiar.
2. Reading based on familiar story:
It could be a story asked in class, the plot of a familiar novel, television show or movie, or a video used in Movie Talk (see Michele’s blog!)
3. Reading created from students’ writing:
There are a number of ways to make this work…I think it might take a post of it’s own….
4. Reading adapted/created by the teacher:
We find a text that we know that our students could read, with a little encouragement. So we use that text and create an Embedded Reading. Or, we write one!!! These are a great way for teachers to collaborate and divide up the work. We have done this several times in our department. One teacher will get an idea and write it up, then share it with others.

There are other options…but that is a good start.

 

 

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.

 

 

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, Differentiation, Frequently Asked Questions, Ideas, Teachers Talk About Embedded Reading, Using Readings With Students | Leave a comment
12 Jan 2013

Goal #1 Closing the “perception” gap

The neat thing about Embedded Reading is that although the concept is simple, there are a myriad of ways to use it. The way a reading is created and used should depend upon the goal. I’ll post a few goals, one at a time in separate posts. Here’s the first: RAISING PERCEIVED READING LEVELS (ie building confidence!!)

As second language teachers we are always dealing with two reading levels for each student: the ability level and the perceived ability level. As with most things, perception is often reality and the functional level is the perceived ability level of the students. (I don’t know if there is research about the affective filter in readers, but that would be fascinating to know….we’ve all seen it anecdotally!!) So when we pull out a novel, their reaction is “I can’t read that!!”, even though we know that they can.

Embedded Reading was originally developed in order to narrow the gap between what students CAN comprehend and what they THINK that they comprehend.

The first version is written to be a clear, comprehensible summary or outline of the text. Each additional version adds information or details by injecting additional words or structures into the reading. A combination of easily recognizable text and slightly more challenging text is added. There should not be an enormous leap between successive versions of the text.

Ideally, with this type of reading, the third or fourth version of the text should be at a level that is the true ability level of the majority of the class. The teacher may want to create a version or two that are at the ability level of the more advanced readers in the class.

This type of embedded reading doesn’t need a lot of “activity” to go with it, if the students are engaged in the reading!! If they are reading and comprehending and engaged…life is good!!! Ideally, students could read independently through the levels and become better readers. It is a gradual, gentle way to get students reading longer, more detailed, more complex text that uses language that they are already familiar with. The more challenging versions may include unfamiliar cognates or a few new vocabulary words that will be recognizable in context.

The reality is that we are reading in a classroom, with a number of distractions and a need to monitor who is engaged and who is not. THAT is the reason for activities that go along with the reading. So the teacher can choose from a variety of activities:
• Translate out loud.
• “Circle” information.
• Act out the reading.
• Illustrate the reading.
• T/F questions
• Modified multiple choice questions ( two or three choices rather than four)
• Multiple choice questions
• Predicting the information/action in the next version.
Or WHATEVER reading activities you choose that will allow you to monitor comprehension AND maintain student interest.
By spiraling through the versions of the story, we can keep the students’ interest, get them to read far greater amounts of text and build confidence! Reading longer texts, with more complex language, will help them to become better at visualizing, connecting, interacting and predicting….along with a number of other reading skills. Utilizing a variety of activities with the reading can help students to develop higher-level thinking skills and keep students engaged.

Summary:
One goal Embedded Reading is to increase students’ perception of their own reading abilities.
When this is the goal, the versions should contain mostly words and structures which are familiar to the students.
Each version of the text is slightly longer and more complex than the previous version.
A motivated reader could progress through the versions of the reading independently.
Activities used are designed so that the teacher check for comprehension and keep students’ engaged.

 

 

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, Differentiation, Frequently Asked Questions, Teachers Talk About Embedded Reading, Using Readings With Students | Leave a comment
30 Oct 2012
3 Comments

U.S. History and Embedded Reading

Here is a piece created for an 8th grade U.S. History class.  The original paragraph (last version) is from http://www.history.com/topics/slavery

It begins with a personalized vocabulary activity for key words that appear in the base reading.   Using these words prior to reading the base reading allows the teacher to see how well students can use this critical vocabulary and provide opportunities for additional preparation prior to the reading.

 

Name___________________  Period __________________

 Interesting words for your interesting opinion!! Read and answer, using the underlined word in a complete sentence in your answer.

 1.    production:  creation, the making of

 

In the 1960’s, some candy companies made money with the production and sale of  candy cigarettes. Do you think that the production of candy cigarettes was a good idea?

2.   was practiced: was done, was a common “practice”

 

The giving of money to children for lost teeth was practiced, and still is, by families in the United States. Was giving money for lost teeth practiced in your home?

3.   expansion:  growth or development

 

In some states in the U. S.  there has been an expansion of the school day and/or the school year.  Are you for or against the expansion of the school day/and or year here in New York State?

4.   an anti-technology movement:  action against a particular idea (technology)

 

People who are part of an anti-technology movement are often referred to as Luddites.  In your opinion, why would anyone be part of an anti–technology movement?

5.   The  anti-bullying movement :  action against a particular idea (bullying)

 

Many school districts are in supporting the anti-bullying movement.  What would make our anti-bullying movement  more effective here at our school?

6.   debate :  a discussion which address several ideas or opinions about a topic

 

Which of the following debates would you MOST like to watch or be a part of?

A debate about the driving age

A debate about year-round school

A debate about the right to ride a motorcycle without a helmet

A debate about the effects of violent video games

Why do you think that that debate would be interesting to watch or be apart of?

 

 7.    Influenced : changed or had an effect on

 

Many people say that television commercials have influenced young people.  How do you think that you have been influenced by television commercials?  (“I have not been influenced” is not an acceptable answer)

 

8.   for years to come : for a long time into the future

 

What will you remember about middle school  for years to come?

Name ___________________________                      Period___________

Please read this paragraph:

1.     Slavery in America

 

Slavery in America began when African slaves were brought, in 1619, to help in the production of crops. Slavery was practiced throughout the colonies and African-American slaves helped build the new nation. The invention of the cotton gin made slavery important to the South’s economy.  America’s expansion, along with an anti-slavery movement in the North, began a debate that would become the American Civil War (1861-65). Though the North’s victory freed the nation’s slaves, the long-lasting effects of slavery influenced American history for years to come.

 

HIGHLIGHT THE WORDS OR SENTENCE in the reading THAT ANSWER THE QUESTIONS.

 

  1. Where /What part of the world is this about?
  2. Why were slaves brought here?
  3. When were slaves brought here?
  4. What is the main idea?
  5. Highlight one CAUSE and one EFFECT of slavery, according to this paragraph.

Name ___________________________                      Period___________

Please read Version 2 of:          Slavery in America

 

Slavery in America began when African slaves were brought to the colonies in 1619, to aid in the production of crops like tobacco. Slavery was practiced throughout the colonies and African-American slaves helped build the foundations of the new nation. The invention of the cotton gin solidified the importance of slavery to the South’s economy.  America’s expansion, along with a growing anti-slavery movement in the North, would begin a debate over slavery that would divide the nation in the American Civil War (1861-65). Though the Union victory freed the nation’s slaves, the legacy of slavery influenced American history, from the Reconstruction (1865-77) to the civil rights movement that began a century later.

Using this version, answer these questions:

1.  If slavery began in 1619 and ended in 1865, how long was slavery a part of American history? _______________________________

2.  The main idea of this paragraph tells us how long the EFFECTS of slavery lasted in America.  Write the sentence from paragraph above that tells us the main idea.

3. What did the cotton gin do according to the reading?

How would you say that using different words?

4. What is a cotton gin?  (hint: this answer is not in the reading)

5.  Compare versions 1 and 2 of Slavery in America in order to:

6. Find the synonyms/phrases that were substituted for these words and write them in the blanks:

help                  ______________________

made slavery important  __________________________________________________

long-lasting effects ____________________________

Name__________________________                            Period_______

 

Please read version 3 of      

                                                            Slavery in America

 

Slavery in America began when the first African slaves were brought to the North American colonies in 1619, to aid in the production of such crops as tobacco. Slavery was practiced throughout the American colonies and African-American slaves helped build the economic foundations of the new nation. The invention of the cotton gin solidified the central importance of slavery to the South’s economy.  America’s westward expansion, along with a growing abolition movement in the North, would provoke a debate over slavery that would tear the nation apart in the American Civil War (1861-65). Though the Union victory freed the nation’s 4 million slaves, the legacy of slavery influenced American history, from the years of Reconstruction (1865-77) to the civil rights movement that emerged a century after emancipation.

  1. If slavery “helped build the economic foundations of the new nation.”, what was one of the new nation’s most important businesses? ______________________________________

How did you figure out that answer?

Compare this sentence in versions 2 and 3 of Slavery in America :

America’s expansion, along with a growing anti-slavery movement in the North, would begin a debate over slavery that would divide the nation in the American Civil War (1861-65).

 

America’s westward expansion, along with a growing abolition movement in the North, would provoke a debate over slavery that would tear the nation apart in the American Civil War (1861-65).

Find the synonyms/phrases that were substituted for these words:

anti-slavery _________________________________

begin ______________________________________

Name_____________________________ Period_________________________

Please read version 4 of

                                                            Slavery in America

 

Slavery in America began when the first African slaves were brought to the North American colony of Jamestown, Virginia, in 1619, to aid in the production of such lucrative crops as tobacco. Slavery was practiced throughout the American colonies in the 17th and 18th centuries, and African-American slaves helped build the economic foundations of the new nation. The invention of the cotton gin in 1793 solidified the central importance of slavery to the South’s economy. By the mid-19th century, America’s westward expansion, along with a growing abolition movement in the North, would provoke a great debate over slavery that would tear the nation apart in the bloody American Civil War (1861-65). Though the Union victory freed the nation’s 4 million slaves, the legacy of slavery continued to influence American history, from the tumultuous years of Reconstruction (1865-77) to the civil rights movement that emerged in the 1960s, a century after emancipation.

1.  Where EXACTLY did slavery first appear in the American colonies?_____________________________

2. When did it spread to other colonies? ___________________________________________________

3.  In which colonies did the invention of the cotton gin have the greatest impact?____________________

4.  Which of the dates from the reading are in the “mid-19th century”?  ____________________________

  1. 1619
  2. 1793
  3. 1861-1865
  4. 1960’s

5.   The word “tumultuous” is an added word in this reading.  It describes the Reconstruction period in American history.  Tumultuous can mean DISTURBED, VIOLET, UNSETTLED.

According to the reading, when was  the Reconstruction period?_____________________________

6.  Which describes why the years of the  Reconstruction might be described as tumultuous:_________

  1. There was a lot of money to be spent.
  2. New laws, leaders and ideas were being put into place.
  3. People were leaving to live in other countries.
  4. Many people had weapons and used them to establish order.

http://www.history.com/topics/slavery

 

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 Differentiation, Embedded Readings for U.S. History
13 Oct 2012
6 Comments

The Origin of Embedded Reading: “Justin’s Story”

In 2006 I had a student who baffled me.  I simply could not get him to engage.  He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all.  Loving attention, phone call home and disciplinary measures did nothing.  I tried to get background information, but got nothing.  (I would find out at the end of the year that he had been language-exempt until that year, but had then not only been declassified, but was also not working with a 504 nor any support staff.  His reading level was about 4th grade.)  It was very frustrating.

 

One day I was greeting students outside my door and caught a glimpse of “Justin” coming down the hall.  The problem was, I didn’t recognize him.   I thought that I was seeing a new student.  He was standing tall, wore no hood, was laughing and smiling and talking with other students.   I wondered for a moment who this new student was.   Then, as he approached my room, he began to slouch.  He stopped smiling.  He pulled the hoodie up over his head, shoved his hands in his pockets and I realized that the young man that I hadn’t recognized, was my student “Justin.”

 

This was a horrifying moment.  I saw him transform on his way to my class, BECAUSE HE WAS COMING TO MY CLASS.  It really, really bothered me.

 

In January, after midterms I often show the movie Selena in English to my 9th graders.   For the first time,  “Justin” paid attention.  When, after we watched a 20 minute segment each day, we did interactive activities in Spanish about the movie, the head would go back down.  But, for 20 minutes a day, he was actually a member of the class.  One of his friends pulled me aside and told me that “Justin” had actually downloaded some of Selena’s music.    So I knew, at the very least, that a tiny crack existed in the armor he had put around himself.

 

When the movie was done, and we had finished all of our discussions and readings and drawings etc.. I gave students a blank sheet of paper and asked the students to do a “free write.”  “Write, in Spanish, ANYTHING that you can think of about this movie and the real Selena”, I told them.   And the pens went flying across the paper, except, of course, for “Justin”, whose head stayed firmly on the desk.  Then, after a minute, I realized that he actually was writing something on his paper.  Unbelievable.

 

When I collected the papers and the kids had left the room, I scrambled to find his paper.  After 5 months of NOTHING, I was dying to find out what he had given me.   It was 5 very simple sentences in SPANISH about Selena.   I couldn’t believe it.  I was stunned.   Then, as I was going through the other papers, I saw another student’s paper that was nearly identical and my heart just sunk.  “He copied.” I thought.   Then I was actually encouraged by that.  At least he had copied IN SPANISH!!!!  Then, as I continued to go through the papers, I saw several others that were nearly  the same.  I realized that these students had not been sitting near each other.   It had also been an UNANNOUNCED quiz.   They couldn’t have prepared a “cheat sheet.”  Finally it dawned on me.  If I truly believed in acquisition I had evidence of it right in front of me.  These four students were in the same place.  THIS IS WHAT THEY HAD ACQUIRED AND SO THEIR PAPERS WERE SIMILAR.

 

In order to celebrate “Justin’s” entry into language, I took his paper and typed his five sentences (errors corrected) in a word document.  Then I copied and pasted the paragraph a second time and INSERTED words, phrases or sentences from other students papers to make it more detailed.   But ‘Justin’s” paragraph remained the core of the reading.  I wanted him to know, without making a public spectacle of it, that I was honoring him.   That next paragraph was pretty interesting so I just kept going.  Copy, Paste, INSERT neat things that other students had written.  I could honor everyone.  I had done similar things before, but not exactly in this way.

 

The next day I passed out the papers face down and told the students that on the count of three they should turn them over, read the paragraph, and then make silent eye contact with me when they had finished, and understood, the paragraph.  If they hadn’t understood, then they should stay silent, but not make eye contact with me.  One, two, three!!  Everyone started reading.  Except for “Justin”, whose head remained down on the desk.   Then I saw him pick up his head and glance at the desk of the student next to him.   He sat right up and looked at the paper of the student on the other side.  He flipped over the paper, took one look at it, looked straight at me and silently mouthed the words, “THIS IS MINE!!” in great surprised.  I nodded and he gave me a smile.

 

When the rest of the class had read and made eye contact, I asked them to do the same with the second page, the longer piece.  They did, including “Justin”, who made eye contact and smiled, again.  When the students turned to the third page I watched “Justin” carefully follow the text.  He looked up at me, pointed to the reading and mouthed the words, “ I can do this!  I CAN DO THIS!” with that same smile.

 

And that is how it started.  It was so successful, not only with “Justin”, but with all of my students, that I just kept playing with it.  I truly believe that it is not something that I created, but a gift that I was given to connect with a young man who didn’t believe in his  own abilities.  For that reason, I am sharing it with all of you.   You all have “Justins”.  This not only helps the “Justins” that you are trying to reach, but offers every student a way to be successful and interested in reading.   It just doesn’t get any better than that.

 

With love,

Laurie

 

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 "Justin's Story" The Origin of Embedded Reading, Definitions and Explanations, Differentiation, Using Students' Ideas
16 Sep 2012
3 Comments

Differentiation by Class

This year I have three Spanish 3 classes, each with its own size, needs and personality.  I am not really a stickler about having each class in EXACTLY the same place, but I do like them within a day or two of each other.    That isn’t always easy to do.  One class is significantly smaller and many of the students in the class are strong readers in English.  Anytime we read, they are off and running while I am prepping the other two classes for a successful activity.    Having several levels of one reading, and different levels of activities to accompany them has been wonderful.

This week we read a fictional story written in the past tense.   The base level reading was easy for all of the groups to comprehend, but one class had a much harder time answering questions in Spanish about the reading, so the next day we re-read it with actors and things went much more smoothly.  The other classes did not need to re-read, so in those classes we went on the next day to the second level of the reading.

On that day, the 3rd period class needed to go a bit more slowly than the ninth period class in order to thoroughly identify and understand the new details and language….and we had a fire drill…so we didn’t get as far as we did in period 9.

So, by day three I had three classes in three different places and I wanted to have a quiz before we started the state pre-assessments this week or it would be week 4 and I would only have 2 grades in the gradebook!    Here is what we did:

P. 3 quiz:  Students chose 10 sentences from the Level 3 reading (new to them) to translate to English.

P. 5 quiz:  Students read the Level 4 reading (new to them), answered 3 open-ended questions and wrote 2 sentences with new information that could be added to the story.

P. 9 quiz:  Students re-read Level 3 and answered 3 multiple-choice inference questions and 2 open -ended questions.

All of this was ready beforehand as activities to go with the reading levels.  I was able to choose which group was ready for which activities.

If I wanted to, I could continue on to Level 4 with all of the groups, but since it is early in the year, and we will be doing so much reading, I can stop right there in order to do next week’s state testing.   They will get many more opportunities to read and work through different kinds of questions and activities as the year goes on.  Remember, the MOST important pieces of language were in the base reading and have been repeated in every level, so I KNOW that each of the groups has had significant time with the focus structures in this story.
I’ll have the Level 4 version available for students to read on their own if they want to know how the story ends!!

Hope that your week goes well!!

 

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, Differentiation, Ideas, Using Readings With Students

Post Navigation