Laurie continues:
If we do every reading as an embedded reading, or every class story as an embedded reading, there will never be enough time. So, some thoughts:
SAVE the embedded readings and use judiciously. For example:
a) Use embedded readings when students have had a free-write on a topic and have come up with AMAZING things and you think the other students would benefit.
b) Use embedded readings when one class had extra time and came up with something amazing and the other classes only had a little time and would benefit from the extra practice.
c) USE WHEN DOING LITERATURE OR LITERATURE-BASED PIECES THAT STUDENTS PERCEIVE TO BE BEYOND THEIR ABILITY.
d) Use with a song when you really want the students to get as much of the song as possible.
e) Use when students are struggling to feel successful.
f) Don’t do all of the versions in class…
With the example above, I might do Versions 1, 3 and 4 with the class. Version 2 makes a good “do now’ or warm up and Version 5 is a great HW (which can be differentiated: List 10 details for a C, 15 details for a B, 20 details that differ from the base story for an A).
Turning Version 5 into a book is also a great project for a kid who needs a challenge or is really “too good” to be taking quizzes along with the rest of the class.
Sometimes I just save the longest version for a few weeks or months down the road and pull it back out or use it as a sub plan.
As you know, it is better to slow down and build skills and confidence than to just keep going. In the long run you will go farther.