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EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. EXAMPLES OF EMBEDDED READING IN ENGLISH Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Googledocument.
USING SONGS
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! FRENCH EMBEDDED READINGS Brrrrr An Embedded Reading in French! The following comes from Carol H. (aka chill) in New Jersey! Merci Carol!! The story comes from a book of story scripts by Jim Tripp . (permission to use story granted by Jim Tripp) You will see the story in two levels AND in the past andpresent tense.
CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. READING ACTIVITIES CHART Visit the post for more. Enter your email address to follow this blog and receive notifications of new posts by email. WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! “JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, MOVIE TALK AND EMBEDDED READING: MORE FROM NTPRS 14 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.EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. EXAMPLES OF EMBEDDED READING IN ENGLISH Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Googledocument.
USING SONGS
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! FRENCH EMBEDDED READINGS Brrrrr An Embedded Reading in French! The following comes from Carol H. (aka chill) in New Jersey! Merci Carol!! The story comes from a book of story scripts by Jim Tripp . (permission to use story granted by Jim Tripp) You will see the story in two levels AND in the past andpresent tense.
CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. READING ACTIVITIES CHART Visit the post for more. Enter your email address to follow this blog and receive notifications of new posts by email. WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! “JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, MOVIE TALK AND EMBEDDED READING: MORE FROM NTPRS 14 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. WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
EXAMPLES OF EMBEDDED READING IN ENGLISH Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Googledocument.
BASE READINGS/BASE STORIES 1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful: Illustration: Using a blank storyboard, students illustrate each sentence of the base reading.USING SONGS
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. CREATING FROM THE TOP DOWN Step 2: Identify the new structures that students will need to know. Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level should SR. WOOLY | EMBEDDED READING Hello Sr. Wooly Fans!! Welcome to the Embedded Reading site! We are so happy to have you here and to be working with the amazing Sr. Wooly! It is such an honor. Our “first ever” Sr. Wooly video Embedded Reading was contributed by a workshop participant and is from. No Voy A Levantarme. Thanks to Sara for writing and sharing it! NOW WHAT?: THE MIDDLE READINGS Now what? Let’s look at some additional goals for those readings beyond getting from point A to point Z. Identify the main idea or theme of the text. Identify the supporting details of the main idea or theme. Visualize the meaning of the text. Identify new details in the text. Put the details of the text into a graphic organizer. MARCH | 2019 | EMBEDDED READING The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in “JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story” In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all.EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. EMBEDDED READINGS FOR ELA/ELL The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. LATIN EMBEDDED READINGS 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 belowandKeith’s
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, MARCH | 2019 | EMBEDDED READING The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in MOVIE TALK AND EMBEDDED READING: MORE FROM NTPRS 14 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.EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. EMBEDDED READINGS FOR ELA/ELL The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. LATIN EMBEDDED READINGS 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 belowandKeith’s
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, MARCH | 2019 | EMBEDDED READING The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in MOVIE TALK AND EMBEDDED READING: MORE FROM NTPRS 14 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. WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
BASE READINGS/BASE STORIES 1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful: Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. FRENCH EMBEDDED READINGS L’Oranger Magique, Embedded Reading and Mini-Stories by Rosemarie Alagia. We are so happy to offer another Embedded Reading in French! This is from a wonderful NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. SR. WOOLY | EMBEDDED READING Hello Sr. Wooly Fans!! Welcome to the Embedded Reading site! We are so happy to have you here and to be working with the amazing Sr. Wooly! It is such an honor. Our “first ever” Sr. Wooly video Embedded Reading was contributed by a workshop participant and is from. No Voy A Levantarme. Thanks to Sara for writing and sharing it! NOW WHAT?: THE MIDDLE READINGS Now what? Let’s look at some additional goals for those readings beyond getting from point A to point Z. Identify the main idea or theme of the text. Identify the supporting details of the main idea or theme. Visualize the meaning of the text. Identify new details in the text. Put the details of the text into a graphic organizer. WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! “JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story” In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. WHERE (THE HELL) IS MATT? ENGLISH ARTICLE This version comes from an English-language article. It is not a translation of the Spanish version. If you would like a translation, let me know, I can do that in another post. I wanted to offer this version from an authentic English source for teachers of English. Matt Harding Matt Harding's videos have reached overEMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. EMBEDDED READINGS FOR ELA/ELL The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. MARCH | 2019 | EMBEDDED READING The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in “JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, MOVIE TALK AND EMBEDDED READING: MORE FROM NTPRS 14 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.EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. EMBEDDED READINGS FOR ELA/ELL The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. MARCH | 2019 | EMBEDDED READING The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even for assessment. Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in “JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, MOVIE TALK AND EMBEDDED READING: MORE FROM NTPRS 14 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. WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
BASE READINGS/BASE STORIES 1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful: Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. FRENCH EMBEDDED READINGS L’Oranger Magique, Embedded Reading and Mini-Stories by Rosemarie Alagia. We are so happy to offer another Embedded Reading in French! This is from a wonderful CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. NOW WHAT?: THE MIDDLE READINGS Now what? Let’s look at some additional goals for those readings beyond getting from point A to point Z. Identify the main idea or theme of the text. Identify the supporting details of the main idea or theme. Visualize the meaning of the text. Identify new details in the text. Put the details of the text into a graphic organizer. SR. WOOLY | EMBEDDED READING Hello Sr. Wooly Fans!! Welcome to the Embedded Reading site! We are so happy to have you here and to be working with the amazing Sr. Wooly! It is such an honor. Our “first ever” Sr. Wooly video Embedded Reading was contributed by a workshop participant and is from. No Voy A Levantarme. Thanks to Sara for writing and sharing it! WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! 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 TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT WHERE (THE HELL) IS MATT? ENGLISH ARTICLE This version comes from an English-language article. It is not a translation of the Spanish version. If you would like a translation, let me know, I can do that in another post. I wanted to offer this version from an authentic English source for teachers of English. Matt Harding Matt Harding's videos have reached overEMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
CREATING FROM THE TOP DOWN Step 2: Identify the new structures that students will need to know. Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level should NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WHERE (THE HELL) IS MATT? ENGLISH ARTICLE This version comes from an English-language article. It is not a translation of the Spanish version. If you would like a translation, let me know, I can do that in another post. I wanted to offer this version from an authentic English source for teachers of English. Matt Harding Matt Harding's videos have reached over LORD OF THE FLIES: CHAPTER 7 Lord of the Flies: Chapter 7. Below are a series of versions of Chapter 7 of the novel Lord of the Flies. The base reading and versions 2 and 3 also include activities that align with the readings. Version 4 and the original do not. If it’s been a while since you’ve read the novel, a peek at this chapter might entice you topick it back up
EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
CREATING FROM THE TOP DOWN Step 2: Identify the new structures that students will need to know. Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level should NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. CREATING FROM THE BOTTOM UP Epilogue Casi Se Muere. Below is the epilogue that Andrea Bush (Marcus Whitman HS, Rushville, N.Y.) created with the help of her students. (see previous post) Casi Se Muere is one of the novels written by Blaine Ray for emerging readers in Spanish. This story, entitled, One Year Later, is the epiloque written by Andrea’s students. WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WHERE (THE HELL) IS MATT? ENGLISH ARTICLE This version comes from an English-language article. It is not a translation of the Spanish version. If you would like a translation, let me know, I can do that in another post. I wanted to offer this version from an authentic English source for teachers of English. Matt Harding Matt Harding's videos have reached over LORD OF THE FLIES: CHAPTER 7 Lord of the Flies: Chapter 7. Below are a series of versions of Chapter 7 of the novel Lord of the Flies. The base reading and versions 2 and 3 also include activities that align with the readings. Version 4 and the original do not. If it’s been a while since you’ve read the novel, a peek at this chapter might entice you topick it back up
IDEAS | EMBEDDED READING The clip was shown, without sound, using a “Movie Talk” format to narrate and discuss the scenes. The Embedded Reading provided the group with a great base to begin to discuss the clips and to predict what might happen in the movie.. The students then chose one version of the Embedded Reading to re-read before watching longer clips of thefilm.
BASE READINGS/BASE STORIES 1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful: Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. THE PRACTICAL QUESTION: HOW DO I USE AN EMBEDDED READING? Promise them that if they stay with you, that this is going to work. It has worked for hundreds of students across the world and it is going to work for them as well. Step 2: Make the base reading as clear as possible. The base reading is the magic ticket. If GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
NOW WHAT?: THE MIDDLE READINGS Now what? Let’s look at some additional goals for those readings beyond getting from point A to point Z. Identify the main idea or theme of the text. Identify the supporting details of the main idea or theme. Visualize the meaning of the text. Identify new details in the text. Put the details of the text into a graphic organizer. SR. WOOLY | EMBEDDED READING Hello Sr. Wooly Fans!! Welcome to the Embedded Reading site! We are so happy to have you here and to be working with the amazing Sr. Wooly! It is such an honor. Our “first ever” Sr. Wooly video Embedded Reading was contributed by a workshop participant and is from. No Voy A Levantarme. Thanks to Sara for writing and sharing it! “JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story” In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT WHERE (THE HELL) IS MATT? ENGLISH ARTICLE This version comes from an English-language article. It is not a translation of the Spanish version. If you would like a translation, let me know, I can do that in another post. I wanted to offer this version from an authentic English source for teachers of English. Matt Harding Matt Harding's videos have reached over AN ANCHOR FOR THE STORMS PART 1:HEARTS FOR TEACHING BLOG The first weeks of school seem "easy" to some teachers. In their rooms, students seem to follow the rules and do what is expected. It is sometimes referred to as the "honeymoon" period, when everything is sweet and wonderful. I don't usually experience that, and maybe many language teachers do not. Our expectations are differentEMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT REGIONAL PLC GROUPS FOR TPRS/TCI TEACHERS PLC meetings: (check pages listed for details) Chicago area TPRS/TCI Teachers Contact Yiyixu2011@gmail.com NEO TCI (Northeast Ohio) New York State TPRS/TCI Teachers Sacramento TPRS/TCI Teachers SoEMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT REGIONAL PLC GROUPS FOR TPRS/TCI TEACHERS PLC meetings: (check pages listed for details) Chicago area TPRS/TCI Teachers Contact Yiyixu2011@gmail.com NEO TCI (Northeast Ohio) New York State TPRS/TCI Teachers Sacramento TPRS/TCI Teachers So ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. BASE READINGS/BASE STORIES 1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful: Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. CREATING FROM THE TOP DOWN Step 2: Identify the new structures that students will need to know. Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level shouldUSING SONGS
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into!POWERPOINTS
Welcome to FLENJ !!! Here is the PowerPoint that was used for the FLENJ 2015 Embedded Reading presentation: FLENJ 2015 Share. The Grandma PowerPoints and the handouts are at the bottom of thispost.Scroll down!!
LATIN EMBEDDED READINGS 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 belowandKeith’s
SR. WOOLY | EMBEDDED READING Hello Sr. Wooly Fans!! Welcome to the Embedded Reading site! We are so happy to have you here and to be working with the amazing Sr. Wooly! It is such an honor. Our “first ever” Sr. Wooly video Embedded Reading was contributed by a workshop participant and is from. No Voy A Levantarme. Thanks to Sara for writing and sharing it! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT VERSION 2 WHERE (THE HELL) IS MATT? IN ENGLISH Version 2: It’s a fun video. I think that makes us envious and that we would change places with Matt. Matt is an American born in Connecticut. He’s a programmer that, one day, decided to see the world. During his travels throughout seven continents, he has danced in thirty nine countries. He has left us this legacy of his lack ofrhythm and
SEPTEMBER | 2013 | EMBEDDED READING 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 topost this reading.
EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT REGIONAL PLC GROUPS FOR TPRS/TCI TEACHERS PLC meetings: (check pages listed for details) Chicago area TPRS/TCI Teachers Contact Yiyixu2011@gmail.com NEO TCI (Northeast Ohio) New York State TPRS/TCI Teachers Sacramento TPRS/TCI Teachers SoEMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT REGIONAL PLC GROUPS FOR TPRS/TCI TEACHERS PLC meetings: (check pages listed for details) Chicago area TPRS/TCI Teachers Contact Yiyixu2011@gmail.com NEO TCI (Northeast Ohio) New York State TPRS/TCI Teachers Sacramento TPRS/TCI Teachers So ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. BASE READINGS/BASE STORIES 1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful: Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. CREATING FROM THE TOP DOWN Step 2: Identify the new structures that students will need to know. Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level shouldUSING SONGS
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into!POWERPOINTS
Welcome to FLENJ !!! Here is the PowerPoint that was used for the FLENJ 2015 Embedded Reading presentation: FLENJ 2015 Share. The Grandma PowerPoints and the handouts are at the bottom of thispost.Scroll down!!
LATIN EMBEDDED READINGS 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 belowandKeith’s
SR. WOOLY | EMBEDDED READING Hello Sr. Wooly Fans!! Welcome to the Embedded Reading site! We are so happy to have you here and to be working with the amazing Sr. Wooly! It is such an honor. Our “first ever” Sr. Wooly video Embedded Reading was contributed by a workshop participant and is from. No Voy A Levantarme. Thanks to Sara for writing and sharing it! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT VERSION 2 WHERE (THE HELL) IS MATT? IN ENGLISH Version 2: It’s a fun video. I think that makes us envious and that we would change places with Matt. Matt is an American born in Connecticut. He’s a programmer that, one day, decided to see the world. During his travels throughout seven continents, he has danced in thirty nine countries. He has left us this legacy of his lack ofrhythm and
SEPTEMBER | 2013 | EMBEDDED READING 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 topost this reading.
EMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT REGIONAL PLC GROUPS FOR TPRS/TCI TEACHERS PLC meetings: (check pages listed for details) Chicago area TPRS/TCI Teachers Contact Yiyixu2011@gmail.com NEO TCI (Northeast Ohio) New York State TPRS/TCI Teachers Sacramento TPRS/TCI Teachers SoEMBEDDED READING
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! WELCOME TO EMBEDDED READING!! Welcome to Embedded Reading!! This website is dedicated to helping teachers learn about, create and use Embedded Readings. An Embedded Reading is a series of scaffolded versions of one text, designed to help readers to acquire language, learn content and improve literacyskills.
NOW WHAT? BASE READING AND ACTIVITIES The best place to start when making Now What? decisions is to determine your goals: 1. The Base Reading. Let’s use this base reading in English as an example: Students are uniting to draw attention to a very important issue. The movement has inspired events in a number of countries. NOW WHAT? ACTIVITIES Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end on a Google document. *Note 1: This example is more for upper level students, however, the examples can be adapted for any level. SPANISH EMBEDDED READINGS La Tortuga y La Liebre by Bryce Hedstrom. Thank you to Bryce Hedstrom for sharing this wonderful version of The Turtle and the Hare in Spanish!!. La Tortuga y la Liebre Embedded Reading. It is illustrated, has an incredible amount of helpful information and free and available for you to use with your classes. GERMAN EMBEDDED READINGS Michael Miller’s Embedded Readings. Michael Miller from Colorado is the author of a number of excellent materials for the German and Spanish classroom. As part of his curriculum he has created a number of short Embedded Readings for level 1 in both Spanish and German. These readings do correlate with his books, but are easily usablewithout them.
“JUSTIN’S STORY” THE ORIGIN OF The Origin of Embedded Reading: “Justin’s Story”. In 2006 I had a student who baffled me. I simply could not get him to engage. He would walk in to the class with his hoodie up over his head, put his head down on the desk and not participate at all. Loving attention, WHY READ THE “LAST LEVEL”? Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT REGIONAL PLC GROUPS FOR TPRS/TCI TEACHERS PLC meetings: (check pages listed for details) Chicago area TPRS/TCI Teachers Contact Yiyixu2011@gmail.com NEO TCI (Northeast Ohio) New York State TPRS/TCI Teachers Sacramento TPRS/TCI Teachers So ABOUT EMBEDDED READING Embedded Reading is a technique created by teachers Laurie Clarcq and Michele Whaley. Originally developed for second language students, this technique has proven useful for teachers of many different content areas. Although Embedded Reading first emerged as a way to reach reluctant readers, it has proven to be used to integrate literacy into any program. BASE READINGS/BASE STORIES 1A. Your first goal for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be very helpful: Illustration: Using a blank storyboard, students illustrate each sentence of the base reading. CREATING FROM THE TOP DOWN Step 2: Identify the new structures that students will need to know. Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level shouldUSING SONGS
Reason # 2: Because without it, the text/story is incomplete. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into!POWERPOINTS
Welcome to FLENJ !!! Here is the PowerPoint that was used for the FLENJ 2015 Embedded Reading presentation: FLENJ 2015 Share. The Grandma PowerPoints and the handouts are at the bottom of thispost.Scroll down!!
LATIN EMBEDDED READINGS 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 belowandKeith’s
SR. WOOLY | EMBEDDED READING Hello Sr. Wooly Fans!! Welcome to the Embedded Reading site! We are so happy to have you here and to be working with the amazing Sr. Wooly! It is such an honor. Our “first ever” Sr. Wooly video Embedded Reading was contributed by a workshop participant and is from. No Voy A Levantarme. Thanks to Sara for writing and sharing it! TPRS/CI TRAINING AND WORKSHOP CALENDAR Please click here for an updated schedule! Hi I need information for workshops, conferences or training. I live in Stamford, CT VERSION 2 WHERE (THE HELL) IS MATT? IN ENGLISH Version 2: It’s a fun video. I think that makes us envious and that we would change places with Matt. Matt is an American born in Connecticut. He’s a programmer that, one day, decided to see the world. During his travels throughout seven continents, he has danced in thirty nine countries. He has left us this legacy of his lack ofrhythm and
SEPTEMBER | 2013 | EMBEDDED READING 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 topost this reading.
* About Embedded Reading * Embedded Reading Calendar: Workshops and Training * Regional PLC Groups for TPRS/TCI Teachers * TPRS/CI Training and Workshop Calendar * Welcome to Embedded Reading!!EMBEDDED READING
SIMPLIFY, SCAFFOLD, SUCCEED!!22 Mar 2019
NOW WHAT? ACTIVITIES Activities!! That is what I am asked about most often: What other activities can I do with these readings? I love this question because it means that the teachers asking it already realize that it is important to vary the activities as we read different versions of the text. Why? Variety for one. Addressing a variety of skills, appealing to a wide variety of students, the reasons are many! So here goes! Let’s look at some additional goals for those readings beyond getting from point A to point Z….and match them with activities. The activities below are fairly straightforward and could be used as a class warm up, activity, homework, or even forassessment.
Remember, we usually do one activity per level unless there is a compelling reason to do more! Here is the embedded reading example in English from that we have been working with. Below is a chart that can be used to identify ONE set of potential activities. The activity examples are at the end ona Google document.
*Note 1: This example is more for upper level students, however, the examples can be adapted for any level. *Note 2: This is just a small set of potential activities. Additional examples (particularly ones with more physical action) will come in a later post!Base reading:
STUDENTS ARE UNITING TO DRAW ATTENTION TO A VERY IMPORTANT ISSUE. THE MOVEMENT HAS INSPIRED EVENTS IN A NUMBER OF COUNTRIES. ONE STUDENT IN PARTICULAR HAS RECEIVED A LOT OF ATTENTION FOR HER ACTIONS. POLITICIANS ARE NOT SURE HOW TO RESPOND TO THIS MOVEMENT.Version 2:
AROUND THE WORLD, STUDENTS ARE UNITING TO DRAW ATTENTION TO A VERY IMPORTANT ISSUE. THE MOVEMENT HAS INSPIRED EVENTS IN A NUMBER OF COUNTRIES, INCLUDING SCHOOL WALKOUTS. THE GLOBAL MOVEMENT IS A RESULT OF A UNITED NATIONS REPORT AND OTHER STUDIES WORLDWIDE. ONE STUDENT IN PARTICULAR, GRETA THUNBERG OF SWEDEN, HAS RECEIVED A LOT OF ATTENTION FOR HER ACTIONS. POLITICIANS ARE NOT SURE HOW TO RESPOND TO THIS MOVEMENT. SOME FEEL STRONGLY THAT THE LOSS OF CLASS TIME IS NOT APPROPRIATE. OTHERS HAVE EXPRESSED THAT IF THEY WERE YOUNGER, THEY TOO WOULD BE LEAVING SCHOOL IN ORDER TO MAKE A POINT.Version 3:
AROUND THE WORLD, STUDENTS ARE UNITING TO DRAW ATTENTION TO A VERY IMPORTANT ISSUE. THANKS TO THE POWER OF SOCIAL MEDIA, YOUNG PEOPLE AROUND THE GLOBE HAVE DECIDED TO SPEAK THEIR MINDS TO THE PRESS AND TO THEIR RESPECTIVE GOVERNMENTS. THIS YOUTH MOVEMENT HAS INSPIRED EVENTS IN A NUMBER OF COUNTRIES, INCLUDING PROTESTS AND SCHOOL WALKOUTS. THE GLOBAL MOVEMENT IS A RESULT OF A UNITED NATIONS REPORT AND OTHER STUDIES WORLDWIDE. ONE STUDENT IN PARTICULAR, GRETA THUNBERG OF SWEDEN, IS BEING SEEN AS A LEADER FOR INSPIRING OTHERS. AS A RESULT, SHE HAS RECEIVED A LOT OF ATTENTION FOR HER ACTIONS. POLITICIANS ARE NOT SURE HOW TO RESPOND TO THIS MOVEMENT. LIKE MANY ADULTS, SOME FEEL STRONGLY THAT THE LOSS OF CLASS TIME IS NOT APPROPRIATE. OTHERS SUPPORT THE PASSION AND INTEREST OF THESE YOUNG PEOPLE AND HAVE EXPRESSED THAT IF THEY WERE YOUNGER, THEY TOO WOULD BE MISSING SCHOOL IN ORDER TO MAKE A POINT.Version 4
AROUND THE WORLD, STUDENTS ARE UNITING TO DRAW ATTENTION TO A VERY IMPORTANT ISSUE: CLIMATE CHANGE THANKS TO THE POWER OF SOCIAL MEDIA, YOUNG PEOPLE AROUND THE GLOBE HAVE DECIDED TO SPEAK THEIR MINDS TO THE PRESS AND TO THEIR RESPECTIVE GOVERNMENTS ABOUT THE FUTURE OF THE PLANET. THIS YOUTH MOVEMENT HAS INSPIRED EVENTS IN A NUMBER OF COUNTRIES, FROM EUROPE TO THE U.S. TO AUSTRALIA. THERE HAVE BEEN NUMEROUS EVENTS, INCLUDING PROTESTS AND SCHOOL WALKOUTS. THE GLOBAL MOVEMENT IS A RESULT OF A UNITED NATIONS REPORT AND OTHER STUDIES WORLDWIDE ABOUT POTENTIAL AND DEADLY RESULTS OF CLIMATE CHANGE.. ONE STUDENT IN PARTICULAR, GRETA THUNBERG OF SWEDEN, IS BEING SEEN AS A LEADER FOR INSPIRING OTHERS. AS A RESULT, SHE HAS RECEIVED A LOT OF ATTENTION FOR HER ACTIONS. POLITICIANS ARE NOT SURE HOW TO RESPOND TO THIS MOVEMENT. LIKE MANY ADULTS, SOME FEEL STRONGLY THAT THE LOSS OF CLASS TIME IS NOT APPROPRIATE. THEY FEEL THAT STUDENTS WOULD BETTER SERVE THE CAUSE BY WRITING LETTERS OR EMAILS. OTHERS SUPPORT THE PASSION AND INTEREST OF THESE YOUNG PEOPLE AND HAVE EXPRESSED THAT IF THEY WERE YOUNGER, THEY TOO WOULD BE MISSING SCHOOL IN ORDER TO MAKE A POINT. THEY TOO BELIEVE THAT WE NEED TO ADDRESS THIS ISSUE, AND THAT THE FUTURE BELONGS TO ALL OF US, ESPECIALLY YOUNG PEOPLE. POSSIBLE ACTIVITIES: THESE COULD BE USED WITH ANY OF THE VERSIONSABOVE.
Here is a document with MANY ideas so remember to keep scrolling!!!! https://docs.google.com/document/d/1Viio5kDKfs42Id4vc4DnnDz1TDDnhr8vs85vFzNyJgE/edit?usp=sharing Posted in Embedded Readings for ELA/ELL,
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01 Mar 2019
NOW WHAT?: THE MIDDLE READINGS So you’ve set everything up with the base reading and you are ready to move on….so are the students!! You know where you want the students to be in the final version and now you need to get from hereto there.
Now what?
Let’s look at some additional goals for those readings beyond getting from point A to point Z. * Identify the main idea or theme of the text. * Identify the supporting details of the main idea or theme. * Visualize the meaning of the text. * Identify new details in the text. * Put the details of the text into a graphic organizer. * Illustrate or add details to a storyboard. * Add dialogue where it doesn’t appear. * Compare/contrast the text to a previously read text or familiarstory.
* Summarize the text. * Predict what will happen in the future. * Identify the physical description, personality traits, strengths and weaknesses of the characters * Predict the emotional reactions of the characters. * Compare contrast experiences of the characters with personal stories/experiences. * Build reading stamina (the ability to read longer and longer passages without losing focus or forgetting information). * Recognize synonyms of familiar words. * Create a graphic organizer for the information in the text. * Think beyond the reading to create possible additional characters/events that could be added. * Wonder what else might be happening in regards to the events and characters in the text. * Ask questions about incomprehensible vocabulary or disconnected/missing information. * Use the text to create a version that is even more detailed. It’s completely possible to choose a wonderful activity to do with each level of the text, without having a goal. However, it usually makes more sense to students if we can connect the chosen activity toa particular goal.
Shhhh….the truth is that COMPREHENSIBLE INPUT is always the goal of reading. To enjoy the material, to understand the text, to see the movie in the head….and by doing that ….grow language. But we can also choose other goals. Ideally, every text we read would be so enthralling that teachers would never have to have other reasons…but then again…we teach in the real world…so…what goal do you have in mind?? In the next post we will look at activities that support our goals! My guess is that you have a decent repertoire of these already! Posted in Uncategorized| Leave a
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01 Mar 2019
NOW WHAT? BASE READING AND ACTIVITIES So you have an embedded reading, and you want to use it with students…Now What?!!! Well, let’s first look at WHY you want to read this particular piece with students. If you haven’t read “Why Read The Last Version?”,
please do! If you know where you are headed with an embedded reading, everything else is easier! The best place to start when making Now What? decisions is to determine your goals:1. THE BASE READING
Let’s use this base reading in English as an example: STUDENTS ARE UNITING TO DRAW ATTENTION TO A VERY IMPORTANT ISSUE. THE MOVEMENT HAS INSPIRED EVENTS IN A NUMBER OF COUNTRIES. ONE STUDENT IN PARTICULAR HAS RECEIVED A LOT OF ATTENTION FOR HER ACTIONS. POLITICIANS ARE NOT SURE HOW TO RESPOND TO THIS MOVEMENT. 1A. Your FIRST GOAL for the base reading should always be complete and total comprehension. It’s the core of every other level and so we want to make sure that it is understood. The following can be veryhelpful:
* ILLUSTRATION: Using a blank storyboard, students illustrate each sentence of the base reading. You can then have them compare drawings and add necessary details, or use a picture you have taken of student work/use a document reader to project student work to discuss usingthe base reading.
* GESTURES: If there is a lot of “gesture-able” vocabulary in the text, students can gesture the meaning of sections of the text as you read it. (IE. UNITING, INSPIRED, HAS RECEIVED, ARE NOT SURE) * ACTING: If the reading lends itself to this, you can use student actors to act out the text as you read/narrate. You can also have students get into pairs or groups, with each student “taking the part” of a character. The teacher reads/narrates and in small groups each student character acts out the sentence read. (FOR THE READING ABOVE, AFTER READING FOR MEANING, GIVE SMALL GROUPS 3 MINUTES TO DECIDE HOW TO ACT IT OUT AS YOU READ!) Regardless of what you choose, the goal and focus of the activity is on understanding the meaning of the text as completely as possible! 1B. Your SECOND GOAL for the base reading is for it to be interesting!! You are going to try to convince a group of students to read and reread text….there must be something compelling in the base reading that pulls them towards the next level. Here are some suggestions: * This topic may be something students already know something about. Ask students to share (in the TL or in L1 and you restate/rewrite in the TL) what they already have heard/read/seen about the topic. Keep this list to compare to the following versions so students can see their own knowledge appear! * Because this reading is just the beginning, a great activity is to create questions about what students DON’T yet know! The first few times you do this, I suggest that you do it together with students as a class activity. Imagine that you are writing to the author/reporter of the base reading and form questions asking for specific information about what might be in the next reading! Ideas based on the base reading above: WHAT IS THE IMPORTANT ISSUE? WHY IS IT IMPORTANT? WHAT KIND OF EVENTS ARE TAKING PLACE? IN WHICH COUNTRIES ARE THEY TAKING PLACE? WHO IS THE STUDENT WHO IS RECEIVING A LOT OF ATTENTION AND WHERE IS SHE FROM? HOW ARE POLITICIANS RESPONDING? ARE STUDENTS IN THE U.S. PARTICIPATING IN THIS MOVEMENT? * This is also a great place to brainstorm predictions!! Again, model this first by doing this as a class activity. Ideas: MORE AND MORE COUNTRIES WILL BE INVOLVED. POLITICIANS WILL CRITICIZE THE STUDENTS. STUDENTS FROM THE U.S. WILL BE INTERESTED AND WANT TO BEINCLUDED.
These activities will all work with simple texts and stories!! There are more, but we will look at those in the next post!! Posted in Base Readings/Base stories,
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28 Feb 2019
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WHY READ THE “LAST LEVEL”? This is a fundamentally great question. An embedded reading is a scaffolded series of readings. So, why are we reading all of the versions in the series? It is a question that, once we know the answer, can help us figure out what to do with the readings that wehave!!
The base reading is important. That is pretty easy to understand. If students understand this version of the reading, everything else falls into place. It’s the “trailer” or the summary of the piece. As students read the subsequent versions, they will “attach” all of the new details and insights on to this clear and uncomplicatedversion.
The second version brings the reading to a new level. There will be new details, new information and the story or text becomes a) better understood and b) even more interesting. But after that???? Now what ?? That is what our students will want to know so we should know as well. So I offer you the TOP ________ REASONS TO READ THE LAST VERSION OF AN EMBEDDED READING !! REASON #5: BECAUSE WE HAVE TO. (Bear with me, they get better!!) Not the best reason, but sometimes it’s the most obvious one. Occasionally we are required to have our students “read” a particular piece. The department says so, or the district says so, or maybe even the state we teach in says so. So we make sure they read it. As teachers, using embedded readings to get students to better understand a piece that even we may not see as compelling makes perfect sense. Our students may not be as appreciative, so hopefully we will not have to use this reason too frequently. REASON # 4: BECAUSE IT IS A BEAUTIFUL PIECE OF LITERATURE. This is a teacher favorite. We are often well-read and have at our disposal an enormous array of beautiful pieces that we want to share with our students. Prefacing the reading of an entire text with more comprehensible versions can make this literature much more interesting and appealing to our students. We love certain pieces so much that we feel that we are shortchanging our students if we don’t share thesepieces with them.
My opinion on this one is only an opinion, but I think that it is worth considering. The best version of beautiful literature is one that students will understand. If the “last” version that we have prepared is above their level, it isn’t valuable yet. The next to last version will be the one that resonates with them, that resides in their hearts and will open the door, down the road, for a deeper and longer-lasting experience reading the original version of the piece. The one time this does work, is in our upper level classes (usually levels 4 and up) when the final version is lyrics to a song. In beginning classes, even intermediate years, when I use a beautiful but difficult song, we will focus only on the truly comprehensible pieces of the song, usually the chorus and the first verse. However, in upper level classes, the entire song, because it may be hear over and over again afterwards is a worthwhile version to work through. REASON # 3: BECAUSE STUDENTS WROTE THE DETAILS IN THIS LEVEL. This is a truly compelling reason for students!! One of the delightful uses of an embedded reading is to ask students to suggest embellishments, improvements or information to an existing version. Students LOVE to read their own ideas in a text!!! There are several ways to bring this about. Here are a few: Provide students with a text electronically and ask them to enter new information or change existing text. Ask them to highlight or change the text color so that their changes are easy to find. This can be done by individual students or pairs. Students then can share their new versions with you. Next, take their suggestions and ideas to combine them with the existing text to make a new and original version!!!
After reading a text with students, ask students to submit ideas for new information, language, or ideas on a slip of paper and collect them. Use these ideas to create a new version of the text. With a longer text, print one copy and cut it into smaller sections (1-2 paragraphs). Give each section to a small group of students and have them add (by hand) new language or information to their section. Combine the sections and share with students. REASON # 2: BECAUSE WITHOUT IT, THE TEXT/STORY IS INCOMPLETE. Sometimes an embedded reading is created so that the true and logical ending of the text doesn’t appear until the last version. Now, this is a great reason to read the “last version” of the story, and one that students will definitely buy into! Just as a trailer to a movie can give the viewer a glimpse of the film, but not the entire picture, an embedded reading can give a great deal of information or the good part of a story without giving away the ending. Reading the last version to see how it ends is very satisfying!! REASON #1: BECAUSE THE BEST STUFF IS IN THE LAST VERSION!! This is the best reason to read the last version!! It doesn’t always happen, but when it does, BOOM!! That’s the really good stuff! Every reader loves a good plot twist and whether or not it is anticipated, keeping the plot twist for the final version is key!!! These already occur in so many “authentic” resources and as writers, it is a wonderful way to motivate students to read!! I want to give a shout out to Justin Slocum Bailey for talking about this in his blog post “Creating Twisted Embedded Readings” When we know WHY we want students to read a “final version” it becomes so much easier to decide HOW we want to read that version (as well as previous versions) of a text. And that is the topic of the next post….so stay tuned…. Posted in Using Readings With Students,
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17 Nov 2018
ACTFL 2018 HELLO NEW ORLEANS! Posted in Uncategorized| Leave a
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06 Oct 2018
CI MIDWEST OCTOBER 2018 Hello CI Midwest Attendees! What an amazing conference! We had three wonderful hours digging into Embedded Reading. The PowerPoints we used are here (in PDF form):
Embedded Reading_ The Basics Creating Embedded Readings Here is a document that can help you with creating Embedded Readings! Creating Embedded Readings If you would like to see samples of readings in the language(s) you teach, use the bar on the right side to search and click. Here you will find a document with a variety of reading activities to help you choose activities to use with each level of a reading: Copy of Reading Activities Chart Thanks again CI Midwest Crew!!! Hope to see you next year! Posted in Uncategorized| Leave a
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21 Apr 2018
CI MITTEN MITTEN CI 2018 Hello and welcome!! It was wonderful so see old friends and meet newones here!
Here is a PDF of the PowerPoint we used. I’ll post a more complete version as part of a webinar in the next month or so. Embedded Reading FP_ The Basics Many of you asked for reading activities. Here is a chart with a number of activities on it. You may want additional explanations, but this list is a great place to start! Reading Activities Chartwith love,
Laurie
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15 Feb 2018
AN ONLINE OPPORTUNITY Scott Benedict at Teach For June has created an amazing opportunity for educators! Fifteen presenters, forty topics and fifty hours of valuable information…all online from March 24-April 15! Two of those workshops are on Embedded Reading and there is much, much more. Check out the opportunity at www.comprehensible.online ! Posted in Uncategorized| Leave a
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12 Jan 2018
BRISBANE!!
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04 Nov 2017
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COACH INSPIRES!!
I’m having a wonderful day with passionate and dedicated language teachers at Los Alamitos High School! We started the morning with Jason Fritze reviewing the ACTFL CorePractices.
Here you will find the PowerPoint for the Community-S.presentation.
Here is the PowerPoint for theEmbedded Reading Intro for Coach thatwe
used today!
Go here if you want to see/use thegrandma-all levels copy.
Interested in the Embedded Reading using Enrique and Eres Tú? Click here: Eres tu con Enrique Right now the participants are working in language groups examining best practices and the skills needed to incorporate Core Practices with COMPREHENSIBLE INPUT in the real classroom. They are being led by members of the (devoted and skilled) COACHteam.
We are watching video clips of teachers in the classroom, with their own students and identifying (and appreciating!) what we see. What a wonderful model. Bit by bit this idea of opening ourselves up to others in the profession is taking hold…and I really think that it will radically change classrooms across the country. Kudos to COACH for all they do!with love,
Laurie
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