Embedded Reading

Simplify, Scaffold, Succeed!!

09 Oct 2012
1 Comment

Base Readings/Base Stories #2 German St. Martin

Here is a base reading/story in German about St. Martin written by Anne Schroeder for her classes.  If you use the story/reading to create something longer, feel free to send it back to us (lclarcq@yahoo.com) or post it as a comment and we’ll make sure that it becomes available for others!

der Mantel
arm
der Soldat
teilt
das Schwert
dunkel
kalt
das Pferd

Ein Soldat kommt auf seinem Pferd nach Hause.
Der Abend ist bitterkalt.
Martin schaut einen alten, armen Mann an.
Martin hat einen grossen, warmen Soldatenmantel.
Der Soldat fasst den Schwert an und teilt den Mantel mit dem armen Mann.

 

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

Posted in Base Readings/Base stories, German Embedded Readings
09 Oct 2012

Shared Stories in Spanish #1

A teacher in another state sent me a story that she and her class had used in a “story-asking” lesson via TPRS.   We read it together as a class and then I asked the students, in pairs, to add words, phrases and/or sentences in order to make the story more detailed and interesting.  I took their additions and created a second and third level to the story.   I sent the new versions back to her students to read and we’ll read the new levels too!!  I’m posting it here so that a) you can see how we made it work and b) you can use the base story or the entire reading.

 

*The original story-asking activity was designed to help the students and the teacher become skilled in the story-asking format.  Teagan, Chandra, Austin and Bob the characters’ names (chosen by the classes).  Taylor Lautner is a popular young actor known for his work in the ‘Twilight” films, and Austin Powers is the name of a character in the movie of the same name.  Ryan Lochte is a swimmer in the U.S. Olympic swim team.

Había una chica 2

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Posted in Shared Stories, Spanish Embedded Readings, Using Students' Ideas | Leave a comment
09 Oct 2012

Base Reading 1: The Terrific Weekend

Just in case you need a base story/reading for tomorrow:

__________ was going to have a terrific weekend.   __________ was ready for a terrific weekend.  Everything was ready.   The weekend was going to begin  at 3:00 pm on Friday.   Then, at 2:55 pm on Friday , everything changed.

Ideas:

* Read the paragraph with students and add details and/or additional information together as a class.

* Read the paragraph with students and have students add details and/or additional information in pairs or small groups.

*Use the focus structures ( was going, was ready, everything changed) for Personalized questions and conversation with students

* Use the paragraph to lead into a reading/articles like these:

http://dfw.cbslocal.com/2011/03/16/fort-worth-couple-home-after-quake-strikes-during-japan-vacation/

http://www.teinteresa.es/salud/vacaciones-probabilidades-padecer-problemas-dentales_0_747526899.html

* Use the paragraph to lead into story about a picture like this:

©  http://www.imgurgallery.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.

Posted in Base Readings/Base stories, Creating from the Bottom Up | Leave a comment
08 Oct 2012

Base Story Collection

Over the past few weeks teachers have asked if there is a category just for base stories.  What a great idea!!!!!!

A base story is the place to start.  Many teachers are just learning how to use READING FOR THE STORY or READING FOR ACQUISITION (not just answering questions or hunting for recognizable words).   They are looking for short pieces to use to develop their skills and to train their students.

A base story will also allow teachers a strong starting place for teacher who want to practice creating stories from the Bottom Up.   So here is what we are going to try…

I’m going to start a category for base stories in a number of languages.   Please send in a base story in your language and in English!  (3-10 sentences, G-rated, not yet personalized w/ specific places and names)

If you use one in class and develop a neat embedded reading from in, send that in as well and we’ll put that out for teachers to utilize as well.
Thanks to all of you who suggested this idea!!

 

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

Posted in Base Readings/Base stories, Creating from the Bottom Up | Leave a comment
30 Sep 2012

What About the Culture? (big or little C)

I’ve had a few questions about the quality of the readings here.   There are concerns that the material is not culturally relevant and that so much more could be attained if the readings used with students were consistently culture-appropriate to the language of instruction.

 

I think that readings that integrate the target culture and that educate students are stellar.   I encourage you to use them.   The readings that are posted here are ones that we have had the time to get here.  Many of the embedded readings used by teachers are created from documents written by non-teachers.  In these cases, we try to get permission from the authors before posting the embedded versions on this site.  So, yes, they are out there.   Just not here yet.  :o)

 

Also, what you may see here as an embedded reading for a second-language classroom are only one piece of what may be a week’s worth of information and activities.   It is our goal to connect our students to the target culture as often as possible.  It is also our goal to connect with our students!!  Comprehensible-Input based instruction often starts with students’ interests and background knowledge and then segues into the target culture.

 

Comparison, or “parallel stories” are a regular part of the lesson.  The reading on Michael Phelps, for example, would be connected to a reading and activities about a Spanish or Bolivian athlete…using the same principal structures found in the Michael Phelps piece.

 

The story about Mia, recently posted, is just the beginning of a series of stories.  When Mia finds the enormous package in her living room, she Skypes with friends around the world to advice on what to do with the package.    Their responses will reflect their cultures.

 

So what about those “cultural” readings? Topics like holidays, customs, history, famous people etc.   Keep your eyes open…as more stories, and more “approvals to share” come in you will see more of them.

 

Thank you for the questions and concerns.  Keep them coming!!

 

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

Posted in Definitions and Explanations, Ideas | Leave a comment
24 Sep 2012
5 Comments

Mia y el Paquete Spanish reading

This is the story used here:

Mía y el Paquete #1

Mía vivía en una casa grande.   Su casa tenía un baño en el piso abajo y un baño arriba.

Un día, Mía estaba en su baño cuando oyó el timbre.

Mía gritó pero nadie respondió.

El hombre a  la puerta salió con el paquete.

Era un regalo de Papá Noel.

Papá Noel decidió llamar a Mía.

Mía quería el regalo.

El hombre regresó a la casa de Mía con el regalo.

Era un paquete grande y pesado.

Lo puso en el suelo.

Mía y el Paquete #2

Mía vivía en una casa bastante grande.  Su casa tenía un baño en el piso abajo y un baño arriba.

Un día, Mía estaba en su baño  cuando oyó el timbre.  Lo tocó cuatro veces @@@,@@@,@@@,@@@.

Un hombre, que se llamaba Dante, estaba a la puerta.

Mía gritó, ¿Quién es?, pero Dante no respondió.  No la oyó.

Dante salió con el paquete.

El paquete era un regalo de Papá Noel.

Papá Noel decidió llamar a Mía.

Mía quería el regalo de Papó Noel.

Dante regresó a la casa de Mía y tocó el timbre.

Mía abrió la puerta.

Dante no le dio el paquete a Mía.

Era un paquete muy grande y muy pesado.

Lo puso en el suelo.

Mía y el Paquete #3

 

Mía vivía en una casa grande, no una mansión, pero bastante grande.  Su casa tenía un baño en el piso abajo y un baño arriba.

Un día, Mía estaba en su baño mirándose a la reflección en el espejo, cuando oyó el timbre.  Lo tocó cuatro veces rápidamente:  @@@,@@@,@@@,@@@.

Un hombre, que se llamaba Dante, estaba a la puerta.  Dante trabajaba entregando paquetes.

Mía, todavía  mirándose, gritó, ¿Quién es?, pero Dante no respondió.  No la oyó.  Por eso, Dante salió con el paquete.

El paquete era un regalo de Papá Noel, así que Dante lo llevó al Polo del Norte.  Papá Noel no podía creer que Mía no quería su regalo, y así que decidió llamar a Mía.

Mía, todavía mirándose en el espejo, contestó el teléfono y habló con Papá Noel.  Mía quería el regalo de Papá Noel.  ¡Sí!  Quería Mía el regalo.

Por supuesto, Dante regresó a la casa de Mía con el paquete y tocó el timbre de nuevo.  De nuevo, tocó el timbre cuatro veces rápidamente.

Esta vez, Mía lo oyó y salió del baño y de su reflección.  Mía bajó las escaleras y abrió la puerta.

Dante entró en la casa, pero no le dio el paquete a Mía.  Era un paquete muy grandísimo y pesadísimo.

Lo puso en el suelo….con mucha fuerza.

 

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

Posted in Spanish Embedded Readings
16 Sep 2012
4 Comments

Differentiation by Class

This year I have three Spanish 3 classes, each with its own size, needs and personality.  I am not really a stickler about having each class in EXACTLY the same place, but I do like them within a day or two of each other.    That isn’t always easy to do.  One class is significantly smaller and many of the students in the class are strong readers in English.  Anytime we read, they are off and running while I am prepping the other two classes for a successful activity.    Having several levels of one reading, and different levels of activities to accompany them has been wonderful.

This week we read a fictional story written in the past tense.   The base level reading was easy for all of the groups to comprehend, but one class had a much harder time answering questions in Spanish about the reading, so the next day we re-read it with actors and things went much more smoothly.  The other classes did not need to re-read, so in those classes we went on the next day to the second level of the reading.

On that day, the 3rd period class needed to go a bit more slowly than the ninth period class in order to thoroughly identify and understand the new details and language….and we had a fire drill…so we didn’t get as far as we did in period 9.

So, by day three I had three classes in three different places and I wanted to have a quiz before we started the state pre-assessments this week or it would be week 4 and I would only have 2 grades in the gradebook!    Here is what we did:

P. 3 quiz:  Students chose 10 sentences from the Level 3 reading (new to them) to translate to English.

P. 5 quiz:  Students read the Level 4 reading (new to them), answered 3 open-ended questions and wrote 2 sentences with new information that could be added to the story.

P. 9 quiz:  Students re-read Level 3 and answered 3 multiple-choice inference questions and 2 open -ended questions.

All of this was ready beforehand as activities to go with the reading levels.  I was able to choose which group was ready for which activities.

If I wanted to, I could continue on to Level 4 with all of the groups, but since it is early in the year, and we will be doing so much reading, I can stop right there in order to do next week’s state testing.   They will get many more opportunities to read and work through different kinds of questions and activities as the year goes on.  Remember, the MOST important pieces of language were in the base reading and have been repeated in every level, so I KNOW that each of the groups has had significant time with the focus structures in this story.
I’ll have the Level 4 version available for students to read on their own if they want to know how the story ends!!

Hope that your week goes well!!

 

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

Posted in Definitions and Explanations, Differentiation, Ideas, Using Readings With Students
14 Sep 2012

Picture-based Embedded Reading

Thanks to Nathan who shared this on his and Michele’s TPRS blog and gave me permission to share.   His idea for an embedded reading came from a student drawing!  He writes:

Last week as part of introducing some past-tense modal verbs to my German II students (wanted, had to, was able to), I asked them to draw me pictures to illustrate them, and one student turned out this masterpiece:

We spent about five to ten minutes unpacking this picture in class (that’s the Pillsbury Doughboy fighting a chocolate chip cookie dough monster in Mordor), but for the past week, I’ve been trying to figure out a way to get a little more burn for it.

This morning, however, I realized it would make a great embedded story as long as I withheld enough details from the early drafts. As I result I ended up with something like this:

Draft One
The Pillsbury Doughboy wanted to eat chocolate chip cookies, but didn’t have an oven. He was sad, because without an oven he couldn’t bake anything. The Pillsbury Doughboy had to find a new oven and Mr. S. had a big oven. Mr. S. wanted to eat the cookies but couldn’t.

The emphasis in this draft was to try and make the story as normal as possible.  The picture is so over the top, I wanted to build up to the story slowly.  After reading this draft with the class I then had my students draw me a picture of something from this story, with an emphasis on speed over quality (3-5 minutes drawing time).  We then looked at the pictures on the document camera and discussed how well they matched the story.

Draft Two
The Pillsbury Doughboy wanted to eat chocolate chip cookies and made a lot of cookie dough. But the Pillsbury Doughboy didn’t have an oven. He was sad because he couldn’t bake anything without an oven. 

The Pillsbury Doughboy also had another problem: the chocolate chip cookie dough was angry at the Doughboy.  It didn’t want to become cookies. The Doughboy had to fight with the cookie dough AND find an oven.

Mr. S. had a big oven and the Pillsbury Doughboy brought the cookie dough to his house. But Mr. S. was a very bad man.  Mr. S. wanted to kill the Doughboy and eat the cookies, but he couldn’t do anything. He could only watch.

In this draft I started throwing out a few of the funky details such as the cookie dough monster, the fight and the evil Mr. S.  Again I had the students quickly sketch me something from this story, but because this story was longer, I asked them to caption their picture.  Some students gave me a couple words, some wrote out full sentences.  Again we debated how well the pictures matched the story, and sometimes went back and forth between the picture and the story several times to establish the links.

Then I showed them the original picture and said this is what we were working towards.  Comparing notes, we then read the final draft.

Draft Three
The Pillsbury Doughboy wanted to eat chocolate chip cookies, and made a lot of cookie dough. But the Pillsbury Doughboy only had a normal oven and needed a very big oven for his cookie dough. He was sad, because he couldn’t find such a big oven. He had to do something.

The Pillsbury Doughboy also had another problem. There was so much cookie dough that it became a monster. The chocolate chip cookie dough monster was angry at the Doughboy because it didn’t want to become cookies. The Pillsbury Doughboy had to fight with the monster, but the monster was much bigger than he.

Mister Sauron had a big oven and the Pillsbury Doughboy brought the cookie dough to his house. But Mr. Sauron was a very bad man. Mr. Sauron lived in Mordor, and Mt. Doom was his very big oven. Mr. Sauron wanted to kill the Doughboy but he didn’t have any hands. He wanted to eat the cookies but he didn’t have a mouth. Mr. Sauron only had an eye and could only watch. 

What I liked about this approach was the “reveal” that I was working towards.  I had a great over the top picture to end with, and the progressive reveal coupled with additional pictures made it a really fun day.  I teach two sections of German II, and even the class that worked with the original picture had only two people figure out that we were working towards this picture before the finish.

 

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

Posted in Definitions and Explanations, Examples of Embedded Reading in English, Ideas, Teachers Talk About Embedded Reading, Using Readings With Students, Using Students' Ideas | Leave a comment
22 Aug 2012
3 Comments

Embedded Reading in the Science Classroom

This fall I will be working with our biology teacher and the push-in Special Ed. teacher to incorporate Embedded Reading into the biology curriculum.  I’m extremely excited about this and will add a category for materials and reflections on this collaboration.   Let the science folks in your district know!

 

 

Posted in Definitions and Explanations, Embedded Reading in Biology, Examples of Embedded Reading in English, Ideas
15 Aug 2012
3 Comments

Greetings Embedded Reading: Possible Activities

Here are some possible activities to go along with each level:

Base reading:  Grandma is at the airport.  She is not happy.  A person smiles at her.  She is happy.

* Circle each sentence

*Draw the scene/ find an image online to use or have students each illustrate the scene (allow only 1-2 minutes for drawing)

*Adapt and use this PowerPoint ( Grandma 1 )  to clarify meaning

* Teacher re-reads aloud and students close eyes and visualize the story.

Version 2:  Grandma is at the airport in Los Angeles .  She is not very happy.   She does not smile.  A person smiles at her and says “Hello”.   She is happy.

* Ask ? w/ Question Words: Where is the airport?  Who is in the airport?  Why doesn’t she smile?  Who smiles?  What does that person say?

* Use a template like this that students fill in:  Grandma 2

*  Adapt and use this PowerPoint (Grandma 2 ) to clarify meaning.

Version 3:    One day, Grandma is at the airport in Los Angeles .   She is not very happy.   She does not smile.  A person smiles at her and says “Hello Ma’am “.   She does not respond.   The person is not happy.  A person smiles at her and says, “Good morning, beautiful,” and Grandma smiles.  She is happy.

* Use a version of these questions in conversation, with a game or as a reading activity:  T F Grandma

* Have students write the meaning of the paragraph in English.

Version 4:

One beautiful day, Grandma is at the airport in Los Angeles .  She does not smile.  She does not smile because she is not very happy.     A person smiles at her and says “Hello old woman.”  Grandma does not respond and does not smile.   The person is not happy.  Another person smiles at her and says, “Good morning, Ma’am.”  Grandma does not respond and does not smile. She is not happy and the person is not happy.  Another person smiles at her and says, “Hi  beautiful, ” and Grandma smiles and says “Thank you.”  She is very happy.

* Use a version of these multiple choice questions with the reading:

MC Grandma

*  The teacher acts as a narrator and actors act out the roles and say the lines.

 

Version 5:

One beautiful day in September, Grandma is at the airport in Los Angeles, California.  Usually Grandma smiles.  Today she does not smile.  She does not smile because she is not very happy.   She is not happy because she is in the airport for two days.   She is very tired.

A boy smiles at her and says “Hello old woman.”  Grandma is tired.  She does not respond and does not smile.   The boy is not happy.

A man smiles at her and says, “Good morning, Ma’am.”  Grandma does not respond and does not smile.  She is too tired.   She is not happy and the man is not happy.

Ryan Seacrest arrives from London.   He smiles at her and says, “Hi  beautiful, ” and Grandma smiles.  She says, “Hello!  How are you handsome?”   Ryan responds, “I’m very good thank you.   How are you, gorgeous? ”  Grandma says, ” I am very, very, very good, thank you!”  She is very happy.

* Use a version of this PowerPoint: Grandma 5

* Create additional T/F or MC questions for the longer reading.

* Have students work in groups and write a Version 6.

 

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

Posted in Definitions and Explanations, Examples of Embedded Reading in English, Ideas, Using Readings With Students

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