Create An Embedded Reading From The Bottom Up!

This slide show has been made available for educational purposes only. If you have any questions, or would like to know more about Embedded Reading, check out the website at www.EmbeddedReading.com or feel free contact us at lclarcq@yahoo.com © Clarcq, Whaley 2012

The purpose of language, used in communication, is to create a picture in the mind and/or the heart of another person. L. Clarcq Purpose of Language is slide/communication is slide

How do I create Embedded Readings for my own classes?!

One way to create an embedded reading…. is from the Bottom Up

The success of an Embedded Reading is dependent upon the quality of the base reading.

The first, or base, reading is at a basic level, easy for any student to understand. It is a summary or an outline. © Clarcq, Whaley 2012

It contains key information and/or key structures. It is completely comprehensible. © Clarcq, Whaley 2012

The most successful readings are of interest to students. They also guarantee that the student will experience success. © Clarcq, Whaley 2012

Interest and Success The keys to making this work.

additional information and/or details into the text Each succeeding level inserts additional information and/or details into the text of the previous level. © Clarcq, Whaley 2012

© Clarcq, Whaley 2012 From the Bottom Up Step 1: Know your “audience.” Step 2: Identify the focus structure(s) and vocabulary. Step 3: Create the base reading. Steps 4+: “Insert” a variety of familiar structures and vocabulary © Clarcq, Whaley 2012

Step 1: Know your “audience.” English as a Second Language From the Bottom Up Step 1: Know your “audience.” English as a Second Language Ages: 8-10 Ability: just above “emergent” Step 2: Identify the focus structure(s) and vocabulary. forgot to wear covered himself right away © Clarcq, Whaley 2012

A “story” needs a character and a situation. Feel free to add a setting or other information in order to add interest. An “ending” is NOT necessary! © Clarcq, Whaley 2012

Step 3: Create the base reading. forgot to wear covered himself right away Character Setting Situation © Clarcq, Whaley 2012

Step 3: Create the base reading. forgot to wear covered himself right away Character Setting Situation Grandpa Party Forgot to wear pants Interestt © Clarcq, Whaley 2012

Step 3: Create the base reading. Grandpa was at a party . He forgot to wear pants. He covered himself right away. Interestt © Clarcq, Whaley 2012

Check to make sure that it meets the requirements for a base reading: It contains key information and/or key structures. It is completely comprehensible. © Clarcq, Whaley 2012

Steps 4+: “Inject” a variety of familiar structures and vocabulary. Base story: Grandpa was at a party . He forgot to wear pants. He covered himself right away. Version 2: One night Grandpa was at a party with his friends. He realized that he forgot to wear his pants. He covered himself right away. How embarrassing! © Clarcq, Whaley 2012

Grandpa was at a party . He forgot to wear pants. Base story: Grandpa was at a party . He forgot to wear pants. He covered himself right away. Version 2: One night Grandpa was at a party with his friends. He realized that he forgot to wear his pants. He covered himself right away. How embarrassing! Version 3: One night last summer, Grandpa was at a party with all of his friends. “I’m cold” he thought. “My knees are really cold!” He looked down and realized that he forgot to wear his pants. How embarrassing! He wanted to cover himself right away! © Clarcq, Whaley 2012

It may be helpful to students to see the more complex versions several times, beginning with a version that incorporates a great deal of “white space.” This allows them to follow the print more easily. © Clarcq, Whaley 2012

One night last summer, Grandpa was at a Version 3: One night last summer, Grandpa was at a party with all of his friends. “I’m cold,” he thought, “My knees are really cold!” He looked down and realized that he forgot to wear his pants. How embarrassing! He wanted to cover himself right away! © Clarcq, Whaley 2012

Notice that the information is inserted throughout Continue to insert details in order to create the number and difficulty of versions that will be useful with students. Notice that the information is inserted throughout the story, not simply added to the beginning or end. © Clarcq, Whaley 2012

One night last summer, Grandpa was at a Version 3: One night last summer, Grandpa was at a party with all of his friends. “I’m cold,” he thought, “My knees are really cold!” He looked down and realized that he forgot to wear his pants. How embarrassing! He wanted to cover himself right away! *added to the second version *added to the third version © Clarcq, Whaley 2012

Do not simply make the reading more difficult. Remember…. Carefully choose a variety of details so that all students can successfully move through the first three levels of the reading. Do not simply make the reading more difficult. Remember…. © Clarcq, Whaley 2012

Interest and Success The keys to making this work.

Version 2 Additions: Version 3 Additons: one night last summer with all of his friends “I’m cold,” he realized that he thought his My knees How embarrassing! are really cold! looked down and wanted to Grandpa was at a party. He forgot to wear pants. He covered himself right away! © Clarcq, Whaley 2012

Version 4: One way to scaffold to a new version in order to improve word recognition and to increase vocabulary is to simply add one new word to the reading. One fantastic night last summer, Grandpa was at a fantastic party with all of his fantastic friends. “Fantastic, I’m cold,” he thought, “My fantastic knees are really cold!” He looked down and realized that he forgot to wear his fantastic pants. How embarrassing! He wanted to cover himself right away! © Clarcq, Whaley 2012

Version 4: Then change it… One disgusting night last summer, Grandpa was at a disgusting party with all of his disgusting friends. “Disgusting! I’m cold,” he thought, “My disgusting knees are really cold!” He looked down and realized disgustedly that he forgot to wear his pants. How embarrassing! He wanted to cover himself right away! © Clarcq, Whaley 2012

Version 4: Or use just two… One fantastic night last summer, Grandpa was at a disgusting party with all of his disgusting friends. “Disgusting! I’m cold,” he thought, “My fantastic knees are really cold!” He looked down and realized disgustedly that he forgot to wear his fantastic pants. How embarrassing! He wanted to cover himself right away! © Clarcq, Whaley 2012

It is important, when using Embedded Reading, to involve the students in a variety of activities. In this way, the students will approach each new version with a different purpose and perspective. In addition, not every student needs to advance through each level. Because the information is included from the beginning, each student will comprehend and acquire the most crucial information. This allows the teacher to differentiate with every reading. © Clarcq, Whaley 2012

Creating and using embedded readings may take some practice, but don’t wait until you have “perfected” the skill! Students will benefit from your knowledge, expertise AND your practice. If you have questions, please feel free to contact us: lclarcq@yahoo.com