Embedded Reading

Simplify, Scaffold, Succeed!!

Archive for the category “Spanish Embedded Readings”

La Tortuga y La Liebre by Bryce Hedstrom

Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!

La Tortuga y la Liebre Embedded Reading

It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes.

Thanks again Bryce!!

Otro Cuento de Matt!!

A while ago we posted an Embedded Reading about the young man, Matt Harding, who traveled around the world …dancing!!!

Here is the version of the story in English:

and here you will find it in Spanish.

These readings go very, very well with his 2008 video.

The reading below is a wonderful lead in to a different Matt video!

NoPuedeBailar

We read the reading with a variety of activities first and then, after the final version of the story….watched the

2012 video!!  Enjoy!!

Express Fluency NYC April 2015

Hello to those who attended the weekend classes in amazing New York City!! (and to those of you reading this post who didn’t attend!  We had a great time!)

For those who were not there, we worked through several stories.  My goal was to give students the background structures to make reading the novel Pobre Ana Bailo Tango comprehensible and clear.  Much of our discussion ended up centered around the first two minutes of this clip from the movie Dirty Dancing:

(We used it primarily without sound in a “Movie Talk” format.)  Because almost all of the class was familiar with the movie, we used their command of Spanish and the focus structures from earlier stories and conversation to share their knowledge with students who were not quite as familiar with it.   At the end of the first day, I asked the class to write, in Spanish, whatever they could about the movie and what we had discussed.    That became the material for the Embedded Reading below.

“Dirty Dancing”

Thank you to all of the amazing participants!!  I hope to see you again May 30 and 31st!!

PS  Check back in a day or two.  I’m going to put the History of Carly and Terry in an Embedded Reading format for you as well!

Un drone Spanish Embedded Reading: A Sub Plan

I created this series of exercises for my students to do while I was out.  The original article can be found HERE.

There is also a 3 minute Youtube clip that can be used with it.  I had the students watch it afterwards, but it could certainly be used before,during or after the readings!!

Below are three versions of a reading created from an article about a group of college students in Spain who created a drone for a special purpose.

Step 1:  I gave half of the class the first reading, the other half the second reading.  The readings are exactly alike except that one is written in paragraph form and the other with large spaces between the lines.    The instructions for each group are different.

Reading 1:   Read the paragraph below independently.    Then, meet with a partner and list in the blank below, in English, 8-10 facts that you understand about this story.

Un equipo de estudiantes ha construido un ‘drone’ para combatir la caza de rinocerontes y elefantes.  El ‘drone’ permitirá controlar esta práctica. El ‘drone’ puede detectar los animales y enviar a los parques donde están.

 Los estudiantes han diseñado ‘Ranger Drone’ para utilizar en los parques.  Ranger Drone está programado para la selva o la saban. El ‘drone’ incorpora una cámara que permite detectar desde el aire.  El equipo está trabajando para incorporar un sistema de detección de sonidos. Los estudiantes han realizado pruebas del ‘drone’ en el zoológico de Barcelona. 

Según un estudio, los cazadores mataron alrededor de cien mil elefantes en solamente dos años. Las muertes son consecuencia de la demanda de marfil.  Según el estudio, la población está disminuyendo a 2% anual.

Fuente: http://www.ecoticias.com/naturaleza/99646/Made-Spain-contra-caza-furtiva-rinocerontes-elefantes

(a large space was left at the bottom of the page for this purpose.)

Reading 2:   First, read this piece independently.   Then, with the support of a partner, under each sentence, translate what you understand into English.

Un equipo de estudiantes ha construido un ‘drone’ para combatir la caza de rinocerontes

y elefantes.  El ‘drone’ permitirá controlar esta práctica. El ‘drone’ puede detectar los

animales y enviar a los parques donde están.

 

  Los estudiantes han diseñado ‘Ranger Drone’ para utilizar en los parques.  Ranger Drone

está programado para la selva o la saban. El ‘drone’ incorpora una cámara que permite

detectar desde el aire.  El equipo está trabajando para incorporar un sistema de detección

de sonidos. Los estudiantes han realizado pruebas del ‘drone’ en el zoológico de

Barcelona.

 

 Según un estudio, los cazadores mataron alrededor de cien mil elefantes en solamente

dos años. Las muertes son consecuencia de la demanda de marfil.  Según el estudio, la

población está disminuyendo a 2% anual.

Fuente: http://www.ecoticias.com/naturaleza/99646/Made-Spain-contra-caza-furtiva-rinocerontes-elefantes

 

Step 2:  Reading 1 students are paired with a Reading 2 student.   They compare the different versions of their readings and add any new information that they can provide.

Then they were handed the translation below to compare with what they already had figured out.

Un equipo de estudiantes ha construido un ‘drone’ para combatir la caza de rinocerontes y

A team    of students  have constructed a drone        to fight     the hunting of rhinoceroses  and

elefantes.  El ‘drone’ permitirá controlar esta práctica.          El ‘drone’ puede detectar los animales y

elephants. The dronewill allow the control of this practice     the drone can detect       the animals and

enviar a los parques donde están.

send (their location) to the parks where they are.

 

Los estudiantes han diseñado ‘Ranger Drone’ para utilizar en los parques.  Ranger Drone está

The students   have designed    Ranger Drone  to be used      in the parks.           Ranger Drone is

programado para la selva o la sabana.                      El ‘drone’ incorpora una cámara que permite detectar

 programmed  for the  jungle  or the Savannah. The drone    incorporates a camera   that permits the detection

desde el aire.       El equipo está trabajando para incorporar un sistema de detección de sonidos.

from the air.      The team      is working        in order to incorporate a system of  detection with sounds.                

Los estudiantes han realizado pruebas del ‘drone’ en el zoológico de Barcelona.  Según un estudio,

The students      have  “created”   trials      of the drone     in the Barcelona Zoo. According to one study, 

los cazadores mataron alrededor de cien mil elefantes en solamente dos años.

the hunters      killed      around           100,000   elephantes in just two years.

 

Las muertes son consecuencia de la demanda de marfil.         Según el estudio, la población está

The deaths are a consecuence   of the demand  for   ivory.  According to the study,   the population is

disminuyendo a 2% anual.

Diminishing  at an annual rate of 2%.

 

Step 3:  The following day, the students could work independently or in pairs on the following assignment.  (This could also be given for homework or used in a block period.)

 

Name______________________________Period______

Compare this Reading to the first one.  Highlight everything that is new/added.  List, in English, 8 pieces of new information that you discovered reading this version.  When you are finished, you will watch the video about the Ranger Drone.

Unos alumnos han diseñado un ‘drone’ para la organización Wildlife Conservation que permitirá a los parques nacionales controlar mucho más esta práctica.

Un equipo de estudiantes de la Cataluña ha construido un ‘drone’ para combatir la caza de rinocerontes y elefantes.  Los alumnos han diseñado el ‘drone’ para la organización Wildlife Conservation.  El ‘drone’ permitirá controlar más efectivamente esta práctica. El ‘drone’ puede detectar los animales desde el aire y enviar a los parques donde están. El proyecto ha sido elegido en un concurso para encontrar una solución a la cacería de elefantes y rinocerontes.

Los estudiantes han diseñado un vehículo sin piloto, ‘Ranger Drone’ para utilizar en los parques.  Ranger Drone está programado para la selva o la sabana y vuela. El ‘drone’ incorpora una cámara que permite detectar desde el aire cazadores.  El equipo está trabajando para incorporar un sistema de detección de sonidos. Los estudiantes han realizado pruebas del ‘drone’ en diferentes espacios, como el zoológico de Barcelona.

Estima que hay entre 470.000 y 690.000 de estos mamíferos en África. Según un estudio de la Universidad Estatal de Colorado, los cazadores mataron alrededor de cien mil elefantes en solamente dos años. Las muertes de los mamíferos terrestres más grandes son consecuencia de la demanda de marfil.  Según el estudio, la población está disminuyendo a 2% anual.
Fuente: http://www.ecoticias.com/naturaleza/99646/Made-Spain-contra-caza-furtiva-rinocerontes-elefantes

 

 

1.

 

2.

 

3.

 

4.

 

5.

 

6.

 

7.

 

8.

“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.

 

 

 

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.

A few ideas..for any level…for any reading

Many of you, particularly Spanish teachers, are familiar with the song/video Camarero.  (If not, and you are in the mood for a fun trip back to the 80’s, check it out!)   We posted an Embedded Reading by MB to go along with the song/video not too long ago.    The timing was perfect, as I had been waiting for the right moment to do the song with my Spanish 3 students.

For three decades I have taught this song to freshmen.   It’s catchy, it’s goofy and it has a lot of very useful phrases:  Queremos beber (we want something to drink),  Dese prisa (Hurry up!),  Me muero de sed (I’m dying of thirst), not to mention the easiest way to get students to remember the word for waiter (camarero).    Here are some of the activities I’ve done with the song/video that could easily also be done with the readings:

  • Gestures :  The majority of the song is easy to gesture!
  • Mural :  The students are in small groups, each with a large piece of paper and draw a mural of as many things in the song/reading that they can fit on the paper.   We hang them up around the room and they point out each item as I (or a very confident student) read the song/story out loud.  Then they move to the next mural and repeat!!!!
  • Flash cards :  Key phrases are illustrated and put on flash cards. (Sometimes I draw and Xerox, sometimes students draw their own, or I “commission” an artist to draw them.)  Students put the flash cards out in random order on their desks and put in order as I (or a very confident student) read the song/story out loud.
  • “Readers’ Theater” :  In small groups, students identify which lines each will act out as the song/story is read.  Groups can perform for each other or for the entire class.
  • Rewrites (Advanced) : Students rewrite the song changing “Camarero” to a different profession/person and any other elements that then need revising.

Because I haven’t taught freshmen for several years now, neither my Spanish 2s nor my Spanish 3s were familiar with the song.   We could have done any of the activities above, but we had actually just finished a different song (Jueves by Oreja de Van Gogh) and had done several of those activities with it.

So….I used MB’s reading and here is what we did:

1.  I created a PP to use to ask questions of the class using new vocab and structures.   For example:  La playa no se ve.  I simply had two pictures, one of a beach covered with people and one that was empty of people.  I asked them, in the target language, in which picture the song probably took place, which type of beach they preferred to be at and why, which one represented our local lake spots in the summer/winter etc.   There were about 5 phrases that were new to them and I made sure that we had used each in personalized conversations with the class before handing out lyrics and listening to the song.

2.  The video has lyrics on it, so simply watching the video was worthwhile!!

3.  We also then did a “Movie Talk” lesson with the sound muted, discussing, in the target language, what else we saw in the video, naming different individuals, giving them backstories etc.

4.  The base reading of the story was done as a simple translation.  I wanted to see how much they understood from the very beginning.

5.  The second version looks like this:

Había un chico que se llamaba Enrique. A Enrique le gustaba bailar.  Bailaba mucho.  También a él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.   A Enrique le gustaba bailar a la playa.

Un día, Enrique fue a la playa.  No llevó su traje de baño.  Él estaba bailando en la playa todo el día y tenía sed.  Enrique quería algo para beber.  Enrique vio a un camarero y le dijo, “Me muero de sed.  Por favor, dame algo para beber.  ¡Dese prisa Ud.!”

El camarero salió y regresó con un vaso de agua encima de una tortuga.  Enrique todavía tenía mucho calor.  Enrique le pidió “Llévame al agua” a su amigo.  Su amigo lo llevó y lo tiró en el océano.  Enrique estaba contento.

I typed up with a Side A and a Side B so it looked like this:

Side A:                                                                                             Side B:

Había un chico que se llamaba Enrique.                                 A Enrique le gustaba bailar.

Bailaba mucho.                                                                             También a él le gustaba ir a la playa.

En la playa hay mucha gente y el sol está brillando.            A Enrique le gustaba bailar a la playa.

Un día, Enrique fue a la playa.                                                  No llevó su traje de baño.

Él estaba bailando en la playa todo el día y tenía sed.         Enrique quería algo para beber.

You get the idea.   I cut the papers in half and half of the students received a Side A and the others a Side B.

Partner A started and read the first A sentence out loud.  Partner B read the first on his sheet.   They continued to read through the story.  Then, they switched papers, found a new partner and repeated the process.   When everyone was finished, they put their papers aside and I read the story with random errors ( Habia un presidente que se llamaba Timoteo.    No llevo sus sandalias.  etc.)  

For the third version of the story, I gave the students options.  (Remember, these are Level 3 and 4 students)

  • Create a stick figure story board with 25 boxes, each box including a sentence from the story.
  • Write 10 multiple choice questions (with 3 responses each) about the story in Spanish.
  • Add 10 sentences with interesting details that fit well with the story.  Write the sentence that precedes it or follows it from the story and then your new sentence.
  • Write a 15 sentence story in Spanish about Enrique’s dancing career, beginning with “So You Think You Can Dance”

Hope that these ideas can help you design activities to go along with other songs and Embedded Readings!

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.

50 Años Después: Tragedia en la Iglesia

A member of the moretprs listerserv sent in a blog post in Spanish about the victims of the 1963 bombing in Birmingham and wondered if someone could create an embedded reading.  So we did.  :o)   The readings are all in the past tense, and more and more info about the bombing is revealed in each reading.   At this time, all we have are the readings.  If we have a chance to create activities, or if any of you do, and would like to share, we will put them up.

Here are the readings:

50 Años Después Tragedia en la Iglesia

The reading comes from the first half of a post.   The second half is also informational and motivational, but also religious in nature.  If you teach where that part of the reading would be welcomed, check it out!!  You can find the original blog post here :

50 Años Después

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.

Camarero

Here is an Embedded Reading created to accompany the “classic” music video “Camarero”  Thank you to our friend MB for getting this started and for sharing!

I.

Había un chico.  Se llamaba Enrique.   A él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.  Un día, él estaba caminando en la playa y tenía mucho calor.   Enrique vio a un camarero y le dijo, “Me muero de sed.  Deme algo para beber.  ¡Dese prisa Ud.! ”

El camarero regresó con un vaso de agua.   Enrique todavía tenía mucho calor.   Enrique le pidió a su amigo “Llévame al agua. “ Su amigo lo llevó y lo tiró en el océano.  Enrique estaba contento.

II.

Había un chico que se llamaba Enrique. A Enrique le gustaba bailar.  Bailaba mucho.  También a él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.   A Enrique le gustaba bailar a la playa.

Un día, Enrique fue a la playa.  No llevó su traje de baño.  Él estaba bailando en la playa todo el día y tenía sed.  Enrique quería algo para beber.  Enrique vio a un camarero y le dijo, “Me muero de sed.  Por favor, dame algo para beber.  ¡Dese prisa Ud.!”

El camarero salió y regresó con un vaso de agua encima de una tortuga.  Enrique todavía tenía mucho calor.  Enrique le pidió “Llévame al agua” a su amigo.  Su amigo lo llevó y lo tiró en el océano.  Enrique estaba contento.

III.

Había un chico que se llamaba Enrique.  Enrique vivía en una isla tropical.   A Enrique le gustaba bailar.  Bailaba mucho.  Tenía mucho talento y quería participar en el programa “So You Think You Can Dance”   Necesitaba practicar mucho.

También a él le gustaba ir a la playa.  En la playa hay mucha gente y el sol está brillando.   Todos los días la gente está nadando y tomando su café allí porque es una isla tropical.   A Enrique le gustaba bailar a la playa.  Tenía la oportunidad de practicar sus bailes enfrente de muchas personas.

Un día, Enrique fue a la playa para practicar.  No llevó su traje de baño.  Decidió llevar su ropa de baile para practicar.  Él estaba bailando en la playa todo el día y tenía mucho calor y mucha sed.  Enrique quería algo para beber.  Enrique vio a un camarero y le dijo, “Me muero de sed.  Por favor, dame algo para beber.  ¡Dese prisa Ud.!”

El camarero salió y regresó con un vaso de agua encima de una tortuga.  Es un servicio especial a esta playa.  Enrique bebió el agua pero no fue suficiente y  todavía tenía mucho calor.  Enrique le pidió “Llévame al agua” a su amigo.  Su amigo era un hombre bastante fuerte.   Su amigo lo llevó y lo tiró en el océano.  Parecía imposible, pero su amigo era el hombre más fuerte de la isla.   Enrique, salpicando y jugando en las olas, estaba contento y ya no tenía calor.

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

The Parrot Story by Dustin W.

This post is long overdue!!  Dusty created this piece in October and it should have been posted then!  Did you hear about the parrot that disappeared for four years?  Well, this English-speaking British parrot mysteriously disappeared and reappeared four years later…speaking Spanish!  You can read Dustin’s Embedded Readings in Spanish and the article in English here:

The Parrot Story!

Post Navigation