Embedded Reading

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Archive for the category “Examples of Embedded Reading in English”

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? 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
26 Jul 2017

Agen 17

Welcome to our location for the Embedded Reading presentation from Wednesday, July 26!!!

 

Below are PowerPoints that will help you to understand Embedded Reading:

Embedded Reading Part 1

Embedding Reading Part 2

and a handout:

Handout for Embedded Reading

and a story similar to the one we shared together in the workshop:

The story we did at the conference follows this script:

____________liked to dance.

____________needed a new dance.

____________went to___________for a new dance.

 

Possible base story:

Rosana liked to dance.  She had one perfect dance.  She needed a new dance.  She went to experts in other places for a new dance.

Possible next story:

There was a woman named Rosana who liked to dance. Rosana danced a lot. She had one perfect dance.  Her friends liked her dance, but one day a friend said, “You need a new dance. ”  Rosana agreed that she needed a new dance.  She went to other places to see experts dance a new dance.

Possible next story:

A few years ago, there was a woman named Rosana who really liked to dance. This woman was our friend.  Our friend, Rosana, danced a lot. She had one perfect dance that she liked to dance.  Her friends liked her dance, but one day a friend said, “You need a new dance. ”  Rosana was a bit sad, but agreed that she needed a new dance. So, she went to other places to see experts dance a new dance.  First she went to Vienna, Austria.  She went to a school for dance experts.   The experts danced  a new dance for her.  Rosana watched and then danced the new dance.  The experts were very impressed.

Here are the Matt Harding stories from the Embedded Reading blog:

Post #1  Matt Harding

Post #2 Matt Harding

Post #3 Matt Harding

The posts include the URL’s for the videos!

Here are some video clips from our story in Agen!

http://https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2FTPRSacademy%2Fvideos%2F2018290038399911%2F&show_text=0&width=560

http://https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2FTPRSacademy%2Fvideos%2F2018290128399902%2F&show_text=0&width=560

http://https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2FTPRSacademy%2Fvideos%2F2018290655066516%2F&show_text=0&width=560

Have more pictures or videos?  Please send them to me via Facebook (Hearts For Teaching) or to lclarcq@yahoo.com

 

with love,

Laurie

Posted in Agen 17, Base Readings/Base stories, Creating from the Bottom Up, Creating from the Top Down, Examples of Embedded Reading in English, Uncategorized | Leave a comment
17 Jul 2017

NTPRS17

Welcome to NTPRS17 in San Antonio, Texas!

So excited to be in beautiful San Antonio!

Here are some materials that you can reference as you begin and/or continue your journey with Embedded Reading:

Embedded Reading 1

Embedded Reading 1

Embedded Reading 2

Handout for Embedded Reading Agen

Here are the previous posts about the dancer, Matt Harding:

English version

Spanish version

Matt Part 2

The New Matt Story (Otro Cuento de Matt)

The story we did at the conference follows this script:

____________liked to dance.

____________needed a new dance.

____________went to___________for a new dance.

 

Possible base story:

Rosana liked to dance.  She had one perfect dance.  She needed a new dance.  She went to experts in other places for a new dance.

Possible next story:

There was a woman named Rosana who liked to dance. Rosana danced a lot. She had one perfect dance.  Her friends liked her dance, but one day a friend said, “You need a new dance. ”  Rosana agreed that she needed a new dance.  She went to other places to see experts dance a new dance.

Possible next story:

A few years ago, there was a woman named Rosana who really liked to dance. This woman was our friend.  Our friend, Rosana, danced a lot. She had one perfect dance that she liked to dance.  Her friends liked her dance, but one day a friend said, “You need a new dance. ”  Rosana was a bit sad, but agreed that she needed a new dance. So, she went to other places to see experts dance a new dance.  First she went to Vienna, Austria.  She went to a school for dance experts.   The experts danced  a new dance for her.  Rosina watched and then danced the new dance.  The experts were very impressed.

If you have pictures of our sessions at NTPRS, send them along and I’ll post them!!

 

Posted in Agen 17, Base Readings/Base stories, Creating from the Bottom Up, Creating from the Top Down, Examples of Embedded Reading in English, Spanish Embedded Readings, Uncategorized | Leave a comment
11 Feb 2015

“First Words” or “Las Primeras Palabras” by Zach Bryant

Hi,

Here is an embedded reading that I created to go with the video “Las primeras palabras” or “First Words”. 

I wrote the story to go with the irregular yo forms of the present tense in Spanish. I have attached the .doc file as well. I hope it is helpful.

Zach

Here is the document, with the story in several levels WITH activities in English and in Spanish!!!

Zach….thank you SO MUCH!!!

Las Primeras Palabras Cuento

 

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 Embedded Readings for ELA/ELL, Examples of Embedded Reading in English, Spanish Embedded Readings, Uncategorized, Videos for Embedded Readings | Leave a comment
13 Nov 2014
1 Comment

Ramona Bambona’s Birthday Party/ La Fiesta de Ramona Bombona

Another great story by Zach Bryant!  Here is the message he sent along with his readings:

Here is a story that I came up with to practice family words, the time and to review. It’s pretty simple, but can be adapted very easily. I hope it is helpful.

Zach

Thanks Zach!!!

El Cumple de Ramona B

The story is here in English.  I love how each level leads to a great story at the end!  Open the document above for the Spanish version!

Version 1           Ramona Bombona’s Birthday

There is a girl.  Her name is Ramona Bombona.  Ramona is going to have a birthday party today at seven in the evening.

In the morning Ramona asks her mother, “Mama, what time is it?  The mother responds, “It’s 8 in the morning.”

Ramona asks her father, “Dad, what time is it?”  Her father responds, It’s eleven in the morning.”

Ramona asks her older sister, “What time is it?”  Her older sister responds, “It’s one in the afternoon.”

Ramona asks her uncle, “What time is it?”  Her uncle responds, “It’s four in the afternoon.”

Ramona asks her cousin, “What time is it?'”  Her cousin responds, “It’s seven at night.  It’s time for your party!”

Ramona is at her party and she is happy.

 

Version 2       Ramona Bombona’s Birthday

There is a girl  that is named Ramona Bombona. Today is Ramona’s birthday.  Ramona is going to have a birthday at 7 in the evening.

In the morning Ramona talks with her mother.  Ramona asks her mother, “Mama, what time is it?  The mother responds, “It’s  time to write to your grandmother. ”  Ramona says to her, “Yes, but What time is it?”  Her mother responds, “It’s 8 in the morning.”

Afterwards, Ramona talks with her father.  “Dad, what time is it?”  Her father responds, “It’s time to go skating!” Ramona says to him, “Yes, but What time is it?”  Her father responds, “It’s eleven in the morning.”

Later, Ramona talks with her older sister.   “What time is it?”  Her older sister responds, “It’s time to go shopping!” Ramona says to her, “Yes, but What time is it?”   Her older sister responds, “It’s one in the afternoon.”

Then, Ramona talks with her uncle, “What time is it?”  Her uncle responds, “It’s time to swim.”  Ramona says to him, “Yes, but What time is it?”   Her uncle responds, ‘ It’s four in the afternoon.”

Finally, Ramona talks with her cousin, “What time is it?'”  Her cousin responds, “It’s time to sing!” Ramona says to her, “Yes, but What time is it?”  Her cousin responds, “It’s seven at night.  We’re going to sing Happy Birthday!”

Ramona is at her birthday party and she is very, very happy.

Version 3       Ramona Bombona’s Birthday

There is a girl  that is named Ramona Bombona. Today is Ramona’s birthday.  Ramona is going to have a birthday party today at seven in the evening.  Ramona wants to eat potatoes on her birthday.   She wants to eat a lot of potatoes at her birthday party.  She wants to eat fifty seven potatoes at the party.

In the morning Ramona talks with her mother.  Ramona asks her mother, “Mama, what time is it?  The mother responds, “It’s  time to write to your grandmother. ”  Ramona says to her, “Yes, but What time is it?”  Her mother responds, “It’s 8 in the morning.”

Afterwards, Ramona talks with her father.  “Dad, what time is it?”  Her father responds, “It’s time to go skating!  Skating is very fun! ” Ramona says to him, “Yes, but What time is it?”  Her father responds, “It’s eleven in the morning.”

Later, Ramona talks with her older sister.   “What time is it?”  Her older sister responds, “It’s time to go shopping!  I’m going to buy thirty three t-shirts and twenty new dresses. ” Ramona says to her, “Yes, but What time is it?”   Her older sister responds, “It’s one in the afternoon.”

Then, Ramona talks with her uncle, “What time is it?”  Her uncle responds, “It’s time to swim.  It’s really hot.”  Ramona says to him, “Yes, but What time is it?”   Her uncle responds, ‘ It’s four in the afternoon.”

Finally, Ramona talks with her cousin, “What time is it?'”  Her cousin responds, “It’s time to sing! I really like to sing. ” Ramona says to her, “Yes, but What time is it?”  Her cousin responds, “It’s seven at night.  We’re going to sing Happy Birthday because it’s time for your party!”

Ramona eats a lot of potatoes at her birthday party and she is very, very happy.

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 Examples of Embedded Reading in English, Spanish Embedded Readings, Uncategorized
10 Nov 2014

Stories That Can Be Adapted

The following is a story in English which teachers can adapt for any language.  Check it out!:

The boy opened the door

Looking for practice?   Here is a reading in English, which could easily be adapted to another language.  You could use this reading to practice “whittling down” or creating a “Top Down” reading:

My Family

If you would like to share your adaptation, simply email it 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 Base Readings/Base stories, Embedded Readings for ELA/ELL, Examples of Embedded Reading in English, Uncategorized | Leave a comment
08 Nov 2014

A Boy, A Dad and a Swing! Thank you Erin S!!

Here is a great short reading by Erin Slightom.  We will share the English and Spanish versions with you.  It was inspired by a picture!!  It is a fantastic example of building curiosity into the story and utilizing a surprise in the last level of the reading.   She has also done a fantastic job of scaffolding the sentences from the beginning to the end.   If you teach upper levels, just put it in the past tense!!

* We do not yet have permission to publish the picture, but it might be great for the students to illustrate the third version themselves!!

English versions:        The Boy  (Who) Likes to Swing

Version #1

There is a boy in the park.  The boy’s name is Rex.  He is with his dad in the park. His dad’s name is Tom.  He really like the swings.  He wants his dad to push him on the swing.

 

Version #2

It is a beautiful day.  A boy and his dad are in the park.   The boy really likes the park.  The boy’s name is Rex.  He is with his dad in the park. The boy’s dad’s name is Tom.

Rex really like the swings.  The boy needs a push on the swing. He wants his dad to push him on the swing.

The dad wants to push his son on the swing.  But, the dad is very frustrated.  It is impossible to push the swing.

 

Version #3

It’s Saturday, a beautiful day.  A boy and his dad are in the park.  The boy is excited.  He really likes the park.  He really likes to be in the park with his dad.  This boy’s name is Rex.  The father of the boy is named Tom

Rex really likes the swings. The boy needs a push on the swing.  He wants his dad to push him on the swing.  The dad wants to push his son on the swing.  But the dad is very frustrated.  The dad is not a normal dad.  Tom is not a person, he’s a Tyrannasaurus.    A Tyrannasaurus cannot push the swing.  The dad’s arms are very short and his head is very big.  It’s impossible to push the swing for his son.

 

A Un Niño Le Gusta El Columpio

Version #1

Hay un niño en el parque.  El niño se llama Rex.  Está con su papá en el parque.  Su papá se llama Tom.

Le gusta mucho el columpio.  Quiere que su papá le empuje en el columpio.

 

Version #2

Es un día muy bonito. Un niño y su papá están en el parque.    Al niño le gusta mucho el parque.  Este niño se llama Rex.  El papá del  niño se llama Tom.

A Rex le gustan mucho los columpios.  El niño necesita un empuje en el columpio.  Quiere que su papá le empuje en el columpio.

El papá quiere empujar a su hijo en el columpio.  Pero el papá está muy frustrado.  Es imposible empujar el columpio.

 

Version #3

Es el sábado, un día muy bonito. Un niño y su papá están en el parque.   El niño está emocionado.  Le gusta mucho el parque.  Le gusta mucho estar en el parque con su papá.  Este niño se llama Rex.  El papá del  niño se llama Tom.

 

A Rex le gustan mucho los columpios.  El niño necesita un empuje en el columpio.  Quiere que su papá le empuje en el columpio.

El papá quiere empujar a su hijo en el columpio.  Pero el papá está muy frustrado.  El papá no es un papá normal.  Tom  no es una persona, es un Tiranosaurio.  El tiranosaurio no puede empujar el columpio.  Los brazos del papá son muy cortos y la cabeza es muy grande.  Es imposible empujar el columpio para su hijo.

Posted in Embedded Readings for ELA/ELL, Examples of Embedded Reading in English, Ideas, Shared Stories, Using Readings With Students | Leave a comment
23 Apr 2014

The Blue Umbrella / Azulado Thanks to Zach B!

Hi!  I created this Embedded reading for Spanish to use “Stem-Changing” or “Radical Changing” verbs in action and context. I also wrote the first and last version in English for those who would like to use it.

The embedded reading goes with a Disney Pixar animated short called The Blue Umbrella, but I have seen it called Azulado (a su lado) in Spanish. It may be useful for teachers who use MovieTalk as well.

 I hope it is useful!

Zach

Versión 1

  1. Una tarde empieza a llover.
  2. Abre un paraguas azul.

 

  1. El paraguas azul está feliz.
  2. Le gusta la lluvia.

 

  1. El paraguas azul ve a una paraguas roja.
  2. Él piensa que es bonita.
  3. El paraguas azul estánervioso.
  4. Ellos comienzan a mirarse.
  5. Se separan.

 

  1. El azul quiere conocer a la roja, pero no puede.
  2. El hombre lleva al paraguas azul a la estación de tren.
  3. El azul no quiere entrar.
  4. Pierde la paraguas roja.
  5. No puede ver a la roja.

 

  1. Empieza a llover y hace viento.
  2. Vuela el paraguas.
  3. Busca la paraguas roja.
  4. Llega al medio de la calle.

 

  1. Viene un taxi y el paraguas se mueve.
  2. Viene un carro y el paraguas se mueve otra vez.
  3. Viene una camioneta y ¡Zaz!
  4. Ellos chocan

 

  1. El azul está solo, sucio y triste.
  2. No se mueve.

 

  1. Viene el hombre y levanta al azul.
  2. De repente, el azul mira arriba.
  3. ¡El azul ve a la paraguas roja!
  4. El azul está feliz y emocionado.
  5. Ellos van a un café.
  6. Ya está a su lado.

 

 

 

Versión 2

Una tarde en Nueva York empieza a llover. De repente, abre un paraguas azul. Llueve mucho.

 

El paraguas azul está feliz porque le encanta la lluvia. Los edificios están felices también.

 

El paraguas azul ve a una paraguas roja. Él piensa que ella es brillante y bonita. El paraguas estánervioso. Ellos comienzan a mirarse. En este momento se separan.

 

El azul quiere conocer a la roja, pero no puede. El hombre lleva al paraguas azul a la estación de tren, pero el azul no quiere entrar. No cierra. Pierde la roja y no puede ver a ella.

 

Empieza a llover más y hacer viento. Llueve duro. Con el viento, vuela el paraguas. Busca la paraguas roja pero no puede ver a ella. Llega al medio de la calle.

 

Viene un taxi y el paraguas se mueve. Viene un carro y el paraguas se mueve otra vez. Con el viento, el azul comienza a volar. Viene una camioneta y ¡Zaz! Ellos chocan.

 

El azul está solo, sucio y triste. No se mueve.

 

Viene el hombre y levanta al azul. El azul estátriste. De repente, el azul mira arriba y ¡encuentra la roja! Está feliz y emocionado. Ellos van a un caféy se abrazan. Ya está a su lado.

 

 

Versión 3

Una tarde en Nueva York estámuy nublado. Empieza a llover. Hay muchas paraguas grises. Están más o menos. De repente, abre un paraguas azul. Llueve mucho

 

El paraguas azul mira arriba y ve que está nublado. Él está feliz porque le encanta la lluvia. Mira a los edificios y están felices también.

 

El paraguas azul ve a una paraguas roja. Ella estáfeliz porque a ella le encanta la lluvia. El paraguas azul piensa que ella es brillante y bonita. La paraguas roja mira a él. El azul tiene miedo, entonces mira al frente rápidamente. El azul estánervioso. Ellos comienzan a mirarse. En este momento se separan.

 

El azul quiere conocer a la roja y quiere estar con ella, pero no puede. El hombre lleva al paraguas azul a la estación de tren, pero el azul no quiere entrar. No cierra. Pierde la roja y no puede verla.

 

Empieza a llover más y hacer mucho viento. Llueve duro. Con el viento, puede volar el paraguas. Vuela y busca la roja pero no puede verla. Pasa un autobús y mueve el azul al medio de la calle.

 

Viene un taxi y una señal del tráfico le ayuda al azul. El azul se mueve al otro lado de la calle. Viene un carro y un desagüe (a ditch) tira agua y le ayuda al paraguas. Con el viento, el azul comienza a volar. Viene una camioneta y ¡Zaz! Ellos chocan.

 

El azul está solo al lado de la calle. Está sucio y triste. No se mueve. Un drenaje trata ayudarle al azul, pero no se mueve el azul. Todos están tristes.

 

Viene el hombre y levanta al azul. No se siente bien, está triste. De repente, el azul no se siente agua. Mira arriba y ¡ve la roja! Está feliz y emocionado. Ellos van a un caféy se abrazan. Ya está a su lado.

 

 

Version 1

  1. One afternoon it begins to rain.
  2. A blue umbrella opens.

 

  1. The umbrella is happy.
  2. He likes the rain.

 

  1. The blue umbrella sees a red umbrella.
  2. He thinks that the red umbrella is pretty.
  3. The blue umbrella is nervous.
  4. They begin to look at each other.
  5. They separate.

 

  1. The blue umbrella wants to meet the red umbrella, but he can’t.
  2. A man takes the blue umbrella to the train station.
  3. The blue umbrella doesn’t want to go inside.
  4. He loses the red umbrella.
  5. He can no longer see her.

 

  1. It begins to rain harder, and to become windy.
  2. The umbrella flies in the wind.
  3. He looks for the red umbrella.
  4. He lands in the middle of the street.

 

  1. A taxi is coming, so the umbrella moves out of the way.
  2. A car is coming, so the umbrella moves again.
  3. A truck is coming, and ¡POW!
  4. They hit each other.

 

  1. The blue umbrella is alone, dirty and sad.
  2. He does not move.

 

  1. A man comes and picks up the blue umbrella.
  2. Suddenly, the blue umbrella looks up.
  3. He sees the red umbrella!
  4. He is happy and excited to see her.
  5. They go to a coffee shop.
  6. They are together at last.

 

 

Version 3

One afternoon in New York it is very cloudy. It begins to rain. There are many gray umbrellas. They are feeling ok. Suddenly, a blue umbrella opens. It rains a lot.

 

The umbrella looks up and sees that it is cloudy. He is happy because he loves the rain. He looks at the buildings and they are happy as well.

 

The blue umbrella sees a red umbrella. She is happy because she loves the rain too. He thinks that the red umbrella is bright and pretty. The red umbrella looks at him. The blue umbrella is scared, so he looks straight ahead quickly. The blue umbrella is nervous. They begin to look at each other. Right then, they separate.

 

The blue umbrella wants to meet the red umbrella and to be with her, but he can’t. A man takes the blue umbrella to the train station, but the blue umbrella doesn’t want to go inside. He will not close. He loses the red umbrella and he can no longer see her.

 

It begins to rain harder, and to become very windy. The umbrella flies in the wind. He looks for the red umbrella, but he doesn’t see her. A bus passes by and blows the blue umbrella to the middle of the street.

 

A taxi is coming, so a traffic signal helps the blue umbrella. He moves to the other side of the street. A car is coming, so a ditch spits out water and helps the umbrella move again. With the wind, the blue umbrella begins to fly. A truck is coming, and ¡POW! They hit each other.

 

The blue umbrella is alone at the side of the street. He is dirty and sad. A drain tries to help him, but he does not move. Everyone is sad.

 

A man comes and picks up the blue umbrella. He doesn’t feel well, he is sad. Suddenly, the blue umbrella doesn’t feel water falling on him anymore. He looks up and sees the red umbrella! He is happy and excited to see her. They go to a coffee shop and hug eachother. They are together at last.

 

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Posted in Examples of Embedded Reading in English, Spanish Embedded Readings, Videos for Embedded Readings | Leave a comment
27 Sep 2013
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ER for Science Classes: The Role of Amino Acids

Below you will find an Embedded Reading for high school science classes.  The base reading and first version may also be appropriate for younger students.

 

The Role of Amino Acids

 

The questions included are only suggestions.  Teachers may want to adapt them for their own classes.  They are all short-answer questions at this time, but could easily be adapted to a T/F or Multiple Choice format as 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 Embedded Reading in Biology, Examples of Embedded Reading in English

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