Embedded Reading

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Archive for the category “Ideas”

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
15 Jul 2013
1 Comment

Embedded Reading in Action PowerPoint

This PowerPoint shares ideas on how to use Embedded Readings with students.    It is here so that you can use it for yourself and so that you can share it with your colleagues who may be interested in learning more about Embedded Readings.  Please feel free to share your questions and comments!

Embedded Reading in Action 2013 Basic

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Definitions and Explanations, Frequently Asked Questions, Ideas, PowerPoints, Tips for Success, Using Readings With Students, Workshops and Training
21 Mar 2013

Embedded Storyboard 100th post!!

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

Click here : Embedded Storyboard

100

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

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

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

One step at a time.

Step 1: Tell them what it is.

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

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

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

 

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

Step 3:  Continue now or continue later?

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

Step 4: Introduce the next level.

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

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

 

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

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

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

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

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

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

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

Next post:  Feedback from other teachers who use Embedded Readings.

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

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

Alma …game!

Here is a wonderful reading activity “game” sent to us from “Fravan” (Twitter handle) in Maine.  If you have been using Alma…this is great!!   Just click on the words below and when the window opens up, click on play below the “Game Console”  Gracias !!!

Alma Game

 

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Ideas, Spanish Embedded Readings, Teachers Talk About Embedded Reading, Using Readings With Students, Videos for Embedded Readings
01 Feb 2013
3 Comments

Despereaux, El Pequeño Gran Héroe Post #2

Following the Embedded Reading the class watched the “trailer” for the film:

The clip was shown, without sound, using a “Movie Talk” format to narrate and discuss the scenes.    The Embedded Reading provided the group with a great base to begin to discuss the clips and to predict what might happen in the movie.

The students then chose one version of the Embedded Reading to re-read before watching longer clips of the film.

In groups the students examined the following list of qualities and determined the English equivilents.  (this was primarily review and recognition of cognates)

La honradez

La justicia

La verdad

La amistad

La confianza

La dignidad

La educación

La libertad

La fé

La paz

La salud

La ayuda

El respeto

El trabajo

El hogar

El amor

El cariño

Each student created a list of the top 5 qualities s/he believed were necessary for being a hero.

 

Film “The Tale of Desperaux” © Universal Pictures 2008

Book ©  “Desperaux” by Kate DiCamillo, published by Candlewick Press 2003.

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

 

Posted in Ideas, Using Readings With Students, Videos for Embedded Readings
01 Feb 2013
4 Comments

Despereaux, Un Pequeño Gran Heroe Post #1

Here is a way to combine a non-fiction reading with fiction!!

This post contains ideas and materials that are being used in a unit on Heroes.   The unit began with segments of the film ” The Tale of Despereaux”.  Before watching segments of the film the film, the class used Verions 1-3 of the following Embedded Reading:

The original piece  (Version 4) is from a movie review site in Spanish:

http://www2.esmas.com/entretenimiento/cine/peliculas/031103/desperaux-pequeno-gran-heroe

Base Reading:

La historia de tres héroes:

1.  un ratón que prefiere leer libros

2.  una rata poco feliz

3.  una sirvienta.

 Sus destinos se cruzan.

 Sus pequeñas vidas cambian.

 Basada en el libro de Kate DiCamillo.

 Hace tiempo, flotaba la magia en el aire, todos reían y había litros y litros de sopa.

 Pero algo destruyó el corazón del rey, y dejó al pueblo muy triste.

 Ya no había esperanza en una tierra donde  desapareció el sol.

 El mundo se convirtió a gris.

                                                             Version 2

 La historia de tres héroes:

1.  un ratón que prefiere leer libros antes de comerlos

2.  una rata poco feliz que planea dejar atrás la oscuridad

3.  una sirvienta.

 Sus destinos se cruzan y eso cambia sus pequeñas vidas. Basada en el libro de Kate DiCamillo. Título original: The Tale of Despereaux

 Hace tiempo, Dor, flotaba la magia en el aire, todos reían y había litros y litros de sopa.

 Pero algo destrozó el corazón del rey, le dio tristeza a la princesa y dejó al pueblo muy triste. Ya no había esperanza en una tierra donde  desapareció el sol. El mundo se convirtió a gris.

 Hasta que nació Despereaux Tilling.

                                                                        Version 3

Esto es la historia de tres héroes: un ratón que prefiere leer libros  antes que comerlos, una rata poco feliz que planea dejar atrás la oscuridad y una sirvienta. Sus destinos se cruzan en una misión que cambiará sus pequeñas insignificantes vidas.  Basada en el libro de Kate DiCamillo, su título original en inglés es The Tale of Despereaux.

 Hace tiempo, en el reino de Dor, flotaba la magia en el aire, todos reían y había litros y litros de sopa. Pero una desgracia destrozó el corazón del rey, llenó a la princesa de querer algo que no tiene y dejó al pueblo muy triste.

 

 Ya no había esperanza en una tierra donde había desaparecido el sol. El mundo se había tornado gris hasta que nació Despereaux Tilling, un ratón con mucho coraje.

                                                                          Version 4 

Esto es la historia de tres héroes inusuales: un ratón que prefiere leer libros antes que comerlos, una rata poco feliz que planea dejar atrás la oscuridad del calabozo y una torpe sirvienta. Sus destinosse entrelazarán en una misión que cambiará sus pequeñas y hasta el momento insignificantes vidas.

Basada en el libro infantil de Kate DiCamillo. Hace tiempo, en el lejano reino de Dor, flotaba la magia en el aire, todos reían con ganas y había litros y litros de deliciosa sopa.

Pero una terrible desgracia destrozó el corazón del rey, llenó a la princesa de añoranza y dejó al pueblo abatido. Ya no quedaba esperanza en una tierra donde había desaparecido el sol. El mundo se había tornado gris. Hasta que nació Despereaux Tilling, un ratón virtuoso con mucho coraje.

Título original: The Tale of Despereaux

 

Film “The Tale of Desperaux” © Universal Pictures 2008

Book ©  “Desperaux” by Kate DiCamillo, published by Candlewick Press 2003.

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

 

 

Posted in Ideas, Spanish Embedded Readings, Using Readings With Students
31 Jan 2013

Embedded Reading, Video and Activities: The Vampire and the Dentist

Here is the link to a wonderful SERIES of activities involving a movie clip and embedded reading.  Cynthia has an excellent blog with tons of ideas for teachers.  Hope you enjoy!!

The Dentist and the Vampire

In the post you will find the movie clip, the embedded readings in Spanish (but fairly easy to follow if you teach another language!) and the activities!!

THANK YOU CYNTHIA!!

 

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Ideas, Spanish Embedded Readings, Teachers Talk About Embedded Reading, Using Readings With Students, Videos for Embedded Readings | Leave a comment
15 Jan 2013

Question #3 Changing Perspective

Matthew O wrote:

I am doing the story, La Llorona. I have developed the reading into four versions of the same telling. I am going to give a written test; whereas, the students are given captions to the story and they will need to write the story. In the fourth version, they students finally find out how the kids died. So far, I have done the first three versions. Next, I will give them a practice test missing the box where they need to draw and write how the kids died. I still need to do the fourth version and the test.

My question is this: I would like to do the fourth version in first person, instead of third person. Is this a valid way to do embedded reading? I would like to expose the students to the story in first person–Me reading the story to them, I believe would contect them more to the story.

Yet, should I do this after the test so as not to confuse the students? Or can I do it for the fourth version, and then clearly specify that they need to write it in third person? This will be the first time they will see a story completely in first person.

Thanks!

Hello Matthew!!

Wow…you’ve done several great things with this. First, if you want the to write the story in the third person, then ask them to do that before you do a first person version. Your instincts are right.

There is no rule that you can’t give an assessment before going on to a new version!! Assess when it is right to assess, and when you have finished the third person accounts, that is the right time.

Next, changing perspectives from third to first person is an EXCELLENT way to use embedded reading.

I LOVE that you are waiting until the last version to give the final details. Any time that we can leave an interesting or surprising detail until the end, we keep the readers in suspense!

Because you are reading the story, and the change in perspective is in context, they will have little or no problem with the “new” endings. Consider using the part where they draw the ending as a follow-up activity.

If you are willing to share your reading with other teachers, I can post it there with the other readings that teachers have shared.

So great to hear from you!

 

 

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 Frequently Asked Questions, Ideas, Teachers Talk About Embedded Reading, Using Readings With Students | 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

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