Embedded Reading

Simplify, Scaffold, Succeed!!

Archive for the category “Using Readings With Students”

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.

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.

Escapa Un Pelotero

Below you will find the first two levels of an Embedded Reading that I have been using with my Spanish 3 class.   This first reading is a new format for me with my upper level classes and the students found it very helpful.  There is a sentence followed by two illustrations.   One illustration accurately represents the sentence and the other does not.  The students were asked to read the sentence and then choose the appropriate illustration.   It really helped them to remember to visualize, rather than translate, even when the language was advanced or the sentence was complex.

Olivera 1

The second reading has multiple choice questions in Spanish.   Again, I am working at this time of year with my students so that they will not be overwhelmed by these longer questions and answers in the target language.   I tried to include some questions with longer answers and others with shorter, simpler answers to read and choose from.    In our department we have found great success with scaffolding the questions as well as scaffolding the readings.

Olivera 2

I hope to post the remaining two levels with their activities in the next few days.  We read these at the end of a unit which included the novel Felipe Alou and the DVD Pelotero.

Laurie

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 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.

El Espantapajaros Embedded Reading and Activities by Zachary Bryant

We received this wonderful email today:

Hola,
  I have an embedded reading to post! The original story is online, in the past tense and has quite a bit of vocabulary that is not frequent to lower level learners. The story is designed for my Spanish 2 students to review stem-changers, especially this time of year. However, it could also be used with level 1 towards the end of the year.
I created present tense versions as embedded readings, and a “simpler” past tense version as well.
Here’s how I am using the readings in class:
Day 1 – I am giving the students the vocabulary words on top and doing a little bit of conversation around them. I will then use the Dictogloss strategy (Editor’s note:  There are a number of resources available online about this strategy!) and read the story to students 3 times, having them copy it down the best they can. They then work with a partner to make a more accurate version of the story. Afterwards, they do the same in groups of 4. Finally, we will read the story as a class and translate it.
Day 2 – With version 2, students will conjugate the stem-changing verbs in the story. We will discuss a little more new vocabulary. We will read this version as a class, and then watch the video.
Day 3 – Students will get the 3rd version. They will read with partners and answer some questions about the story together, or put pictures from the short in order and say what happens.
I hope that helps!
Zach
P.S.  The video can be found on Youtube, and there are other resources online. Just search the title, or the title and .pdf.  Here are a few:
Info on the animated short- http://www.imdb.com/title/tt0466879/
a ted-ed to answer questions on the short – http://ed.ted.com/on/S6PCan3I
Here is the reading:
Thank you so much Zach!!!

Toda-lly Awesome: A Latinist on Embedded Reading

Keith Toda is a fantastic Latin teacher who also writes a great blog for Latin teachers!  In two separate posts, Keith writes about his experiences with Embedded Reading.  What he writes about can support anyone who is working with Embedded Reading.  Check out these two posts below…and Keith’s blog while you are at it!    Thanks Keith for permission to share!!

( Dr. Robert Patrick of Georgia and a brilliant team of Latinists have been working for several years with Embedded Reading in the Latin classroom.  Latin!!  While each of them has the ability to create readings on their own, they are working together to create materials to share with others.  This collaboration has lead to professional support, collegiality, and a focused goal to provide comprehensible input for Latin students.    Learning to create and use Embedded Readings is a process and Keith shares some of his “ahas!”  in these useful and insightful posts.)

Keith first addresses why he was interested in using Embedded Readings and how he got started.  He shares a short example in Latin AND his thoughts about how his students responded.

Read his first blog post here!!   

Then Keith reflects on the needs of his students and what he would like to do next.  THIS is the heart of a great teacher.

Read his second blog post here!!

Thank you Keith for being part of the Embedded Reading community and for all you do in the Latin community!

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.

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.

Embedded Reading for Tumba by Mira Canion

The school year passes so much more quickly than we plan.   So, before too much time goes by,  here is a short embedded reading for the short novel Tumba written by Mira Canion.  ( Please note that Mira has given clear consent for us to post this reading.  If you wish to re-post in any way, however,please contact Mira or the owners of this site for permission.)

Tumba is a story about a boy in Mexico who explores the life of his deceased grandfather…and find himself in a great adventure.

An embedded reading for an entire novel?

Yes!  It doesn’t give away the entire plot, the excitement or any great details.  What it does is provide the students with a framework to hang a great story on.

Working with the embedded reading before reading the novel can also create a perfect opportunity for wonder, speculation and prediction.

So here is the Embedded Reading for Tumba!

Base reading:

Es el 31 de octubre.   Alex está nervioso.  La familia de Alex celebra el Día de los Muertos.

El abuelo de Alex está muerto.  Al abuelo le gustaba explorar cuevas.  Alex quiere explorar cuevas también.

¿Hay un espíritu malo en la cueva?   ¿Es posible?

Version 2:

Es el 31 de octubre y el primero de noviembre es el Día de los Muertos en México .

Alex es un estudiante de México.  David es un amigo de Alex.   David y Alex no tienen clases.  Alex está contento.

La familia de Alex celebra el Día de los Muertos.  El abuelo de Alex está muerto.  La abuela de Alex habla mucho del abuelo.  Al abuelo le gustaba explorar cuevas.

Alex quiere explorar cuevas también.  David y Alex van a explorar una cueva.  Alex piensa que un espíritu malo está en la cueva.  Alex está nervioso.

¿Hay un espíritu malo en la cueva?   ¿Es posible?

Version 3:

Es el 31 de octubre y el primero de noviembre es el Día de los Muertos.  El Día de Los Muertos es una celebración popular en México.   A Alex no le gusta celebrar el Día de los Muertos

Alex es un estudiante de México.  David es un amigo de Alex.    David y Alex no tienen clases.  Alex está contento.   Quiere jugar videojuegos en casa.

La familia de Alex celebra el Día de los Muertos.    El abuelo de Alex está muerto.   La familia prepara celebrar la vida del abuelo.   La abuela de Alex habla mucho del abuelo.  El abuelo se llamaba Félix.   Al abuelo Félix le gustaba explorar cuevas.     Actualmente, le gustaba explorar una cueva especial.  Alex quiere explorar esa cueva especial también.

Alex encuentra un mapa de la cueva especial.  David y Alex van a explorar la cueva.   Alex piensa que un espíritu malo está en la cueva.    Piensa que el espíritu defiende la cueva.  Alex está nervioso.     Cuando caminan hacia la cueva, oyen una voz.    La voz grita, “¿Quién entra?”

¿Hay un espíritu malo en la cueva?   ¿Es posible?

 

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.

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.

Post Navigation