1. Create An
Embedded Reading
From The Bottom Up!

2. 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
or feel free contact us at
© Clarcq, Whaley 2012

3. 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

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

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

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

7. 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

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

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

10. Interest
and
Success
The keys to making this work.

11. 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

12. © 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

13. 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:
Ability: just above “emergent”
Step 2: Identify the focus structure(s)
and vocabulary.
forgot to wear
covered himself right away
© Clarcq, Whaley 2012

14. 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

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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. Interest
and
Success
The keys to making this work.

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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: