Embedded Reading

Simplify, Scaffold, Succeed!!

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“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.

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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.

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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!

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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.

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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.

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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!

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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!

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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.

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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.

A Call for Science-Based Readings

We have had requests for teachers to share Science-based readings in English.  If you, or someone you know of, has been using Embedded Reading in the area of Science, would you consider sharing?  You can send your readings to us at lclarcq@yahoo.com    We will give you full recognition for your work, unless you would prefer to be anonymous or just use your initials.   Thank you so much!

 

Laurie

La Conciencia by Ana Maria Matute…a question for readers

The following post, La Conciencia (Ana Maria Matute) is a very popular post on this site.  We would love to know if it has been helpful for you, and how.  If you are using/have used this post, would you please  leave a comment below?  All comments are moderated and will not appear unless approved.  We will not post the comments, but will use them to create other posts that teachers find useful.

 

Thank you so much!!

Laurie

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.

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.

Maine TCI and Beyond!! 14

Hello! It’s so exciting to be back in Maine!!

PP 14 Beginning Embedded Reading

Embedded Reading Beginners…here is your PowerPoint:

 

For the advanced group……Here is your PowerPoint:

( FYI…Slides 6-16 really connect with Carrie Toth’s UbD presentation with choosing structures.)

Embedded Reading II

Here are some readings in Spanish that we are going to “whittle” down this afternoon!

Todo Vuelve Axel Fernando

Vivir Mi Vida Marc Anthony

BeginningoftheWorld Latin

 

 

 

 

Movie Talk and Embedded Reading: More from NTPRS 14

Michele has put several items up on her website that we referred to in our presentation in Chicago last month.   Click http://mjtprs.wordpress.com/2014/07/29/ntprs14-promises-and-why-we-should-keep-telling-stories/ if you are looking for those!!!!

Welcome to NTPRS 14!!

We are so glad that you have come to see us at NTPRS 14 in Chicago!!   Embedded Reading was originally created for a TPRS class and so we are extremely grateful to the entire TPRS community for helping us to organize and to share this approach.

Below you will find the PowerPoints used for both the Introduction to Embedded Reading session and the Advanced Reading session.

NTPRS 14 Beginning Embedded Reading PP

NTPRS 14 Embedded Reading II

 Alma   Embedded Readings and 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.

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