Advanced Embedded Reading with Michele Whaley and Laurie Clarcq

I first learned about Embedded Readings in 2011 at NTPRS in St. Louis and blogged about it here.  This session was for teachers who are already knowledgeable about what embedded reading is and goes more into how to use them in the classroom.  THIS is what I needed.

First, we talked about how to choose structures for an embedded reading:  use curriculum, novels/stories/songs, late-acquired verbs, adverbial phrases, prepositional phrases, or cause/effect phrases (like feels sick--->throws up).

For a base story, you can have students create the base using the 3 structures, but if the structures are too hard, you might want to just put one structures in the base.  A base reading should only be 3-5 sentences.

Now, you can differentiate for different classes by starting at the 2nd level for a faster class, but sticking with the base reading for your regular classes.

Michele and Laurie said that you should read the base reading as LONG as possible until EVERY student understands EVERY word.  This could take a full class or a full week.  Look to Carol Gaab or Betsy Paskvan if you need ideas for how to stretch a reading out...

The ladies recommended using variety in how you present the readings...maybe one day you give it to them on one page with lines between versions and you have them fold the paper so they can only see one version at a time...use a powerpoint...use literacy circles and give the advanced readings only to the advanced groups...

Don't forget to use spacing to give students the confidence to read.

To add variety, you can add pictures or photos of characters, just make sure not to substitute a picture for one of your focus structures.

They also suggested changing the first line somewhat to increase interest so that each version doesn't start out "There was a boy"

Now, to add length and complication, here are some ideas:

When? today, on Friday, last year, next summer
How? very, quickly, easily, on a train, nervously
Which? blue, favorite, this/that
How often? always, never, from time to time
Common phrases: all of a sudden, next, well
Dialogue: said, thought

Just make sure that new information is less than half of the new piece.  We don't want to overwhelm the students

Here are some hints to spice up embedded readings:

• Create a hook at the end of the reading as if it was the season finale so that students can't wait for the next version
• "But....something else happens"
• But the character was determined/convinced/sure that...
• But nothing in life is easy so...
• Believe it or not...
• The door opened and...

The goals are to learn to use context clues, use inference, and see character development.

During the embedded readings, you should stretch out the different versions with activities between.  Activities could be acting, underlining the verbs, translating, read & discuss, read & draw, read & act, predict, textivate, etc.

One thing that they suggested is to draw a mural of the first version and then add to it with each version.  

Great things to try!!