Growing with Proficiency Podcast with Claudia Elliott!!
Embedded Reading Overview
What is Embedded Reading?
Embedded Reading is using a series of three or more readings of increasing difficulty, created from the same outline. Students are exposed to repeated versions of the text and engage in a variety of activities with the text to build language and gain a deeper understanding of it.
What are the Key Concepts of Embedded Reading?
- The purpose of language, used in communication, is to create a picture in the mind and/or heart of another person.
- People who read acquire more language and develop better language skills.
- People who are successful readers read more.
- People who enjoy reading will read more.
- The scaffolding of reading material develops reading skills.
- The success of an Embedded Reading is dependent upon the quality of the base reading.
- The base reading should be 100% comprehensible to all students and create a clear picture in the mind of the reader.
- The most effective scaffolded versions of the reading include a variety of simple and complex sentences inserted into the previous level of the reading so that the reader is constantly coming across new information.
- Readings created from student-generated ideas or materials are highly motivating.
- Readings can and should be approached using a variety of techniques and activities.
How are Embedded Readings created?
There are two ways to create an Embedded Reading. The first is a Bottom-Up reading. The base reading is created first, and additional details and information are injected into each level. The second way to create an Embedded Reading is from the Top Down. This approach lets teachers make literature or other text that students perceive to be beyond their capabilities, accessible to students. (Please be sure to credit the original author.)
*See “Writing” Embedded Readings for more information.
Ponder before Planning:
- Why should students work with a particular text?
(Students will want to know the answer to this question.)
- Why will students want to work with this piece?
(If there is not a good reason, it will be hard to convince them to do it.)
- What should students be able to do when they are finished working with this piece?
(Use the text in whatever ways necessary in order to make that happen.)
- What activities do students already do that help them to achieve the goal(s) identified in #3?
(Adapt those to use with any version of the reading. The things that you ALREADY DO SUCCESSFULLY are the best place to start.)
What are the goals of an Embedded Reading lesson?
- To create a successful and engaging atmosphere for reading.
- To engage students in a close and thorough reading of the text.
- To prepare students to comprehend text that the students perceive to be beyond their level of understanding.
- To develop literacy skills and to facilitate language acquisition.
How is an Embedded Reading Used?
Because the reading exists in several forms, the teacher has numerous opportunities, and numerous ways, to use it with students. Use your professional judgment to determine the length, number and frequency of Embedded Reading lessons in your curriculum.
The most important place to begin with an Embedded Reading is to ensure every student understands the base reading clearly. In a second-language classroom this can be accomplished through any of the following:
- Illustrations
- Identification of photographs or illustrations
- Acting out the reading
- Questions about the text itself
- Questions about students’ reactions to the text
- Direct translation
When the teacher is sure that the language is comprehensible and the reading has created a similar picture in the minds and/or hearts of the students, it is appropriate to move on to the next reading, where any of the preceding or following activities could be used:
- Identify new information.
- Consider how new information adds to or changes the reading.
- Discuss why events occurred.
- Predict what will happen or be added next.
- Compare/Contrast base reading with more detailed versions.
- Compare/Contrast the reading with other texts.
- Add details to illustrations.
- Use context clues to understand more complex language.
- Identify language which adds suspense, humor or irony.
- Change/Add a detail, sentence or paragraph.
- Discuss the thoughts, feelings, words and actions of the characters (in fiction or non-fiction).
- Discuss the thoughts, feelings and reactions of the students in regards to the text.
- Recreate the text as a script.
- Rewrite a piece of the text from the perspective of a different character.
In summary: Choose texts carefully, scaffold for success for all students, and align with a meaningful enjoyable VARIETY of activities.
“Writing” Embedded Readings
How is an Embedded Reading created?
- TOP-DOWN: Take an authentic or original text and pare it down by
- Removing 1-3 sentences/clauses per inch of the reading . . . without falsifying the piece.
- Repeat until you have reached the base reading.
- BOTTOM-UP: Take a skeleton/base story and build it up.
- Create a base story using target structure(s).
- Insert details/additional information to create additional levels
What type of text is appropriate for creating a Top-Down Reading?
Embedded Readings can be made from (or into) many types of texts:
Short stories News articles Novellas/Novels Song lyrics Notes/Letters Legends Blogs Conversations Emails Poetry Comic books Plays Biographies Essays Children’s books and more….
Is the level of difficulty of the original text important? YES!!!
When evaluating which texts to adapt for students who are in their first 2-3 years as readers, look for text that:
- is “heavy” on highly familiar words and structures.
- is “heavy’ on cognates.
- contains high-frequency target structures.
- uses synonyms of highly-familiar words or structures.
- has a narrow cultural/political/historical focus.
- discusses a topic of high interest to the reader.
The purpose of creating the Embedded Reading is to make the text ACCESSIBLE, so it is important to start with a text that is not significantly above the comprehension level of the readers.
What do the different versions of an Embedded Reading look like?
- Base Story/Reading
- Has 3-10 sentences for every year of study in the language.
- Should be comprehensible to all students.
- Needs a character, a situation and at least one action.
- Does NOT need details nor an ending/solution.
- Subsequent Versions
- Insert/Replace 1-3 details or new pieces of information per inch of the readings.
- Insert/Replace a variety of elements: adjectives/adverbs, interjections, questions, dialogue etc.
- Insert/Replace pieces of varying levels of difficulty.
- Final Version
- Contains the final key/surprise/punch line to the story.
- Does not have to be the “original” version if created Top-Down.
© Clarcq, Whaley 2018 www.EmbeddedReading.com
Sample Reading from authentic text
https://www.cnn.com/2016/09/27/americas/dindim-penguin-trnd/index.html
Version 1
Every year, Dindim the penguin comes to Joao Pereira de Souza’s home.
Pereira de Souza took him under his wing. The penguin returns every year to his home.
The penguin stays on the island when other penguins of his species are breeding. It sleeps in Mr. João’s backyard.
Dindim knows where he is going when he arrives. Every year, he goes by himself to the same spot in Mr. João’s backyard.
Mr. João is part of Dindim’s family.
Version 2
Every year, Dindim the penguin wobbles into the backyard of a home in Ilha Grande, Brazil. He comes back in a sense of loyalty to a man who rescued him when he was at his worst.
You may be familiar with the story of the two friends.
Joao Pereira de Souza, a retired bricklayer, rescued the injured penguin. The flightless bird was covered in oil.
Pereira de Souza took him under his wing and nurtured him back to health. The penguin returns every year to his home.
The two-legged survivor returns annually and stays on the island when other penguins of his species are breeding. It sleeps in Mr. João’s backyard.
Magellanic penguins are loyal to their partner and nesting site. They nest in the same place every year and with the same partner.
Dindim definitely knows where he is going when he arrives at Ilha Grande, since for four consecutive years he goes, by himself, to the very same spot in Mr. João’s backyard.
The retiree has become part of Dindim’s family.
They are very close and Dindim is very comfortable around Mr. João.
Original version (CNN)
Every year, Dindim the Magellanic penguin wobbles into the backyard of a home on Provetá Beach in Ilha Grande, Brazil. Without fail, he comes back in what scientists believe is a sense of loyalty to a man who rescued him when he was at his worst.
You may be familiar with the story of the two friends that captured the hearts of many.
In May 2011, Joao Pereira de Souza, a humble, retired bricklayer, rescued the injured penguin in the state of Rio de Janeiro. The flightless bird was covered in oil and unable to move.
Pereira de Souza took him under his wing and nurtured him back to health, thoroughly cleaning oil residue on the penguin’s body and feeding him for days until he was fit enough to return to the water. Despite his attempt to set him free, the penguin returns every year to his home.
João Paulo Krajewski, a biologist and wildlife presenter at Globo TV, was the first to document the story of Dindim and the man who saved his life.
In an email to CNN, Krajewski said that after all these years, this two-legged survivor returns annually and stays on the island when other penguins of his species are breeding.
“We absolutely don’t know where Dindim goes and this remains a mystery,” he told CNN.
In March, scientists tagged the penguin to find out more about his origins and trajectory. “For the first time, we have definite proof that it is the same penguin returning to Mr. João’s house, since he came back with the tag.”
There have been a lot of misinterpretations about the life of this penguin, including the myth that Dindim is kept as a pet.
“First of all, the penguin is completely free,” Krajewski said in a Facebook post. “It sleeps in Mr. João’s backyard, which is connected to the beach and only partially fenced, since João is concerned about street dogs attacking the penguin.”
And while the idea of a penguin returning to visit every year seems surreal, Krajewski said that most Magellanic penguins are “very loyal to their partner and nesting site. They nest in the same place every year and with the same partner, he said.
“Nothing in nature is 100%, but this would be a rule for penguins, and they recognize each other by their sounds,” he said. “Dindim definitely knows where he is going when he arrives at Ilha Grande, since for four consecutive years he goes, by himself, to the very same spot in Mr. João’s backyard.”
The retiree has become part of Dindim’s family.
Krajewski says his most memorable moment covering their friendship was witnessing Dindim’s bill gently touching Pereira de Souza’s face, as if cleaning him. “This shows how close they are and how comfortable Dindim is around Mr. João,” he said.
Lost Dog Embedded Reading Starter Pack
Once you have a series of readings in your language (see below), follow these steps:
- Read the first version with students: (choose a reading option below)
- Read to students and you point to words/phrases on a screen.
- Read to students and check for comprehension.
- Read to students while they point to a paper in front of them.
- The class and teacher read out loud together and someone points out words/phrases.
- Students work in pairs. One reads aloud while the other points. They switch roles.
- Students read silently for comprehension.
- Make sure to do at least one of the activities below before and/or after EACH LEVEL of the reading.
Possible activities: (can be done in TL or Shared Language)
- Comprehension questions (spoken or written)
- Questions to the students about their pets/pet loss/feelings.
- Ask for additional details about the family/pet and add to story for next reading (see sample Version 2 below).
- If students know any animal body parts (paws, tail, body etc.) the teacher can “story-ask” a description of Calavera and students can listen and illustrate.
- Students can draw a ‘cartoon strip’ or storyboard for the sentences.
- Create a poll on the board: Does Calabaza return? Yes, he returns. No, he does not. Students sign their name under their “vote”. Another possible question: Does the family get another pet? Yes/No.
- Read and discuss Info- # of dogs as pets registered in Denver/in your area.
- Brainstorm: What does a pet need? Create a mind map.
- In small groups, students ‘create” a friend for Pumpkin. It could be human or animal or inanimate. Depending upon the level of the group, the students must provide a picture/drawing, name, age, physical or personal description and name one activity that Pumpkin and the friend like to do together.
- “Clip chat” https://www.youtube.com/watch?v=whkpk8j_xEw a true story about a cat that makes its way from Wyoming to California after being lost on a family vacation.
- Matching: best ways to keep a pet from running away.
- List in order: worst pets to lose in your own home.
- Write (sentences or list) What does a pet who is “disobedient” do?
- Repeat with the next version of the reading. Try not to do more than 2 versions in one day unless you have a very long class period and very strong readers!
- Make sure that you vary the kinds of activities that you do with students.
- Point out their success and celebrate along the way and at the end!!
Hint: Start with the version that EVERYONE in the class can already do easily.
Stop when it feels like enough!!! You don’t have to do all of the levels!
Some suggestions, although you should decide for YOUR STUDENTS.
Novice-low students/ beginning readers:
Novice-mid – Intermediate-low students: Version 2 + activities+ Version 3 +activities + Version 4 + activities
Intermediate-low – Intermediate-mid students: Put the reading in the past tense. Version 1 + activities+ Version 2 +activities + Version 3 + activities
Intermediate-mid – Advanced-low: Put the reading in the past tense. Version 2 + activities+ Version 3 +activities + Version 4 + activities+True story
Scroll down!!!!!!
English:
Base Reading-Version 1
There is a family with a dog. One day the dog disappears. The family is sad.
How will it be read?
Possible activities? ( choose from list above)
Version 2:
This version can be used, or you can get ideas from the class to substitute for the underlined portions.
The Jordan family lives in Denver with their dog. Their dog’s name is Pumpkin. But one summer day, Pumpkin disappears. Everyone in the family cries. Where is Pumpkin?
How will it be read?
Possible activities? (choose from list above)
Version 3:
Does your family have a dog? In the city of Denver there is a family with a dog. The dog’s name is Pumpkin. Many families in Denver have dogs. But one summer day Pumpkin disappears. The family is very sad. Where is Pumpkin? Is he still in Denver?
How will it be read?
Possible activities? (choose from list above)
Version 4:
A dog is an excellent pet. Is there a dog in your family? In Denver, a city in Colorado, many families have dogs. The Jordan family has a dog. His name is Pumpkin. Pumpkin is an adorable but disobedient dog, Pumpkin has many friends. But one day in the summer of 2020, Pumpkin disappears. The family is very sad. All of Pumpkin’s friends are sad too. Where is Pumpkin? Is he still in Denver? The family looks for him and looks for him but they don’t find him.
How will it be read?
Possible activities? (choose from list above)
True story (from Facebook):
Level Novice-Intermediate:
Laura is from Texas. Laura has a dog. His name is Golondrina. Golondrina is adorable but, at times, disobedient. So the family goes to the veterinarian. The veterinarian puts a microchip in Golondrina. But, one day, Golondrina disappears. Laura and her family look for him and look for him, but they don’t find Golondrina. The family is sad.
A year later, there is a new family in Denver. The family is from Kansas. Laura’s family and the new family are friends. The new family has a dog. Is it possible? Is it Golondrina? The two families go with the dog to the veterinarian.
The veterinarian examines the microchip in the dog. It’s Golondrina! Golondrina’s adventure from Texas to Kansas is still a secret. But, now he has two happy families.
Level Intermediate-Advanced
Laura is from Texas. Laura has a dog. His name is Golondrina. He is a dachshund. Golondrina is adorable but, at times, disobedient. For that reason the family goes to the veterinarian. The veterinarian puts a microchip in the precious dog. But, one sad day, Golondrina escapes from the house and disappears. Laura and her family look for him and look for him, but they don’t find Golondrina. Everyone in the family is sad.
A year later, there is a new family in the house next to Laura’s house. The family is from Kansas. They also have an adorable dog, a dachshund. Is it possible? Could it be Golondrina? The two families go with the dog to the veterinarian.
The veterinarian examines the microchip in the dog. There is no doubt. It’s Golondrina! No one knows anything about the details of Golondrina’s adventure from Texas to Kansas. But, now the dachshund is again in Texas and has two happy families.
Other follow up ideas:
- Video about the lost pet service big blue brain
- Make a lost pet poster w/reward
- Read an article about putting microchips in pets.
- Read about popular pets in other countries.
- Create a “Clip Chat” for these https://www.youtube.com/watch?v=whkpk8j_xEw
Español:
Base Reading-Version 1
Hay una familia con un perro. Un día el perro desaparece. La familia está triste.
How will it be read?
Possible activities? (choose from list above)
Version 2:
La familia Jordan vive en Denver con su perro. Su perro se llama Calabaza. Pero, un día en el verano Calabaza desaparece. La familia está muy triste. Toda la familia llora. ¿Dónde está Calabaza?
How will it be read?
Possible activities? (choose from list above)
Version 3:
¿Hay un perro en tu familia? En la ciudad de Denver, hay una familia con un perro. Su perro se llama Calabaza. Muchas familias en Denver tienen perros. Calavera tiene muchos amigos. Pero, un día en el verano Calabaza desaparece. La familia está muy triste. Todos los amigos de Calabaza están tristes también. ¿Dónde está Calabaza? ¿Todavía está en Denver?
How will it be read?
Possible activities? (choose from list above)
Version 4:
Un perro es una mascota excelente. ¿Hay un perro en tu familia? En Denver, una ciudad de Colorado, muchas familias tienen perros. La familia Jordan tiene un perro. Se llama Calavera. Calavera es un perro desobediente pero adorable. Calavera tiene muchos amigos. Pero, un día en el verano de 2020, Calavera desaparece. La familia está muy triste. Todos los amigos de Calavera están tristes también. ¿Dónde está Calavera? ¿Todavía está en Denver? La familia lo busca y lo busca, pero no lo encuentra.
How will it be read?
Possible activities? (choose from list above)
True story (from Facebook):
Level Novice-Intermediate: (Can be put in the past for students comfortable with the past tense)
Laura es de Texas. Laura tiene un perro. Se llama Golondrina. Es adorable pero desobediente. Por eso, la familia va al veterinario con Golondrina. El veterinario le pone un microchip. Pero un día, Golondrina desaparece. Laura y su familia buscan a Golondrina, pero no la encuentran. La familia está muy triste.
Un año más tarde hay una familia nueva en Denver. La familia nueva y la familia de Laura son amigos. La familia es de Kansas. La familia tiene un perro. Su perro y Golondrina son iguales. ¿Es posible? ¿Es Golondrina? Las dos familias van al veterinario.
El veterinario examina el microchip en el perro. ¡Es Golondrina! Su aventura desde Texas a Kansas es un secreto, pero ahora el perro tiene dos familias felices.
Level Intermediate – Advanced: (Can be put in the past tense for more advanced students)
Laura es de Texas. Laura tiene un perro. Se llama Golondrina. Es un perro salchicha. Golondrina es adorable pero, a veces, desobediente. Por eso, la familia va al veterinario con Golondrina. El veterinario le pone un microchip al precioso perro. Pero un día triste, Golondrina se escapa de su casa y desaparece. Laura y su familia buscan y buscan a Golondrina, pero no la encuentran. Toda la familia está muy triste.
Un año más tarde hay una familia nueva en la casa al lado de la casa de Laura. La familia es de Kansas. También tiene un perro adorable, un perro salchicha. ¿Es posible? ¿Será Golondrina? Las dos familias van con el perro al veterinario.
El veterinario examina el microchip en el perro. No hay duda. ¡Es Golondrina! Nadie sabe nada de las detalles de su aventura. Pero ahora el perro salchicha está de nuevo en Texas, y tiene dos familias felices.
Other follow up ideas:
- Video about the lost pet service big blue brain
- Make a lost pet poster w/reward
- Read an article about putting microchips in pets.
- Read about popular pets in other countries.
- Create a “Clip Chat” for these https://www.youtube.com/watch?v=whkpk8j_xEw
French:
Base Reading-Version 1
Il y a une famille avec un chien. Un jour, le chien disparaît. La famille est triste.
How will it be read?
Possible activities? (choose from list above)
Version 2
La famille Jordan vit à Denver avec son chien. Le nom de son chien est Citrouille. Mais un jour d’été, Citrouille disparaît. La famille est très triste. Toute la famille pleure. Où est Citrouille ?
How will it be read?
Possible activities? (choose from list above)
Version 3
Il y a un chien dans ta famille? Dans la ville de Denver, il y a une famille avec un chien. Su perro se llama Citrouille. Beaucoup de familles à Denver ont des chiens. Citrouille a beaucoup d’amis. Mais, un jour d’été Citrouille disparaît. La famille est très triste. Tous les amis de Citrouille sont tristes aussi. Où est Citrouille? Est-il toujours à Denver ?
How will it be read?
Possible activities? (choose from list above)
Version 4
Un chien est une excellente mascotte. Il y a un chien dans ta famille ? À Denver, une ville du Colorado, beaucoup de familles ont des chiens. La famille Jordan a un chien. Il s’appelle Citrouille. Citrouille est un chien désobéissant mais adorable. Citrouille a beaucoup d’amis. Mais, un jour d’été 2020, Citrouille disparaît. La famille est très triste. Tous les amis de Citrouille sont tristes aussi. Où est Citrouille? Est-il toujours à Denver ? La famille l’a trouvé et l’a trouvé, mais il ne l’a pas rencontré.
How will it be read?
Possible activities? (choose from list above)
Embedded Reading 