I had asked David to write out a description of his plan with examples just to make it more clear. The original discussion a week ago was here:
https://benslavic.com/blog/2012/12/01/embedded-reading-activity/
dRP (David’s Reading Plan):
Day 1: 1. Select or create a story script using 2 or 3 new structures.
2. Give the students a handout of this story script with blanks for variable information. (I just put this script on the LCD projector and had kids write it out on notebook paper). Give students 5 – 10 minutes to fill out the script with their responses.
Sample Script (the key structures are in bold, but kids don’t have to know this):
_____ and ______made a trip to _______ because they wanted to ________. When they arrived, they said, “______!” They said that because they saw (a) _________. Then they began to ______.
Collect the scripts and review the student responses at home. Create a story with three locations using the information supplied by the students.
Choose responses that are specific, unique and that fit cohesively as a story. I try to use responses that I think the class will find funny or connect well with. I also try to choose responses supplied by students who are not often in the limelight in our regular in-class story crafting because they are shy or not confident to offer suggestions; this is their time to shine.
I try to keep the number of characters and details to a minimum. I find that with too many characters or details the story becomes too difficult to remember and attention is drawn away from the simplicity of the three structures. Having central character for the three locations helps give cohesion. Other ways to make the story cohesive are: grouping details thematically, having a similar purpose throughout the story, ending with an element that began the story (see the sample below for examples of these elements).
Write up the story on a Word document and / or on PowerPoint slides. I prefer to put each location on a Power Point slide and display the sentences one by one so that the students are not immediately bombarded by a whole screen of text, but rather can process each sentence slowly. This way I can also establish meaning through gestures and circle questions for each sentence as we go through the story. I also like to leave some space between the sentences; negative space between the sentences helps make the text more accessible.
Day 2: Present the PowerPoint of the story to the students. Go slowly through the story, one sentence at a time.
Practice all the skills of TPRS: -establishing meaning, (I flip back to another document on the LCD that has a list of the 3 key structures with an English translation and then back to the story after establishing meaning) -gesturing, (I require students to gesture (like in TPR) periodically as a class throughout the whole story) -reminding students to indicate comprehension through non-verbal cues (especially I-don’t-understand and OOOOHHHH!), -circling, -comprehension checks and translation of key structures.
Watch constantly for eye contact from students and make sure they are comprehending the story, one sentence at a time.
All the skills above should be mandated to both the class and to individual students. My students know there are only two possible responses to give me when I ask them a comprehension question (in circling) or ask for a translation: 1. they respond with an answer, 2. they show me the non-verbal hand over the head signal (I don’t understand). Eye contact and these mandated questions are the key ways that I know if students are comprehending or not, and set our pace for reading the story.
Let the story unfold at a natural pace, check in with the repetition counter at the end of the each location, credit information to students who supplied it if you think they would like you to. They usually are proud that their suggestion made it in the story!
When circling, try to add in student responses that didn’t make it in the story. Often I will remember a response a student had and circle some “no” questions to them using their response. They usually smile because I remembered their response, and in this way I can still acknowledge their contribution to the activity even if I wasn’t able to put their response in the official story.
I like to conclude each location with a class choral translation. I have a student choral-translation leader and a student who points the laser-pointer at the Latin words. The teacher can do this too, but I find the students respond well to being led by their peers. Let other kids have the opportunity to lead too; they LOVE holding the laser-pointer. Time to allow for the reading of the story: The first time I read a story like this with the students I spent 100 minutes of a block period going through all three locations, and giving short in-class “brain-breaks” between the locations. But the pacing of this is variable. One could split this up for two 50-minute days: go through one location on the first day (the first location always will take longer since the key structures are new and you must establish meaning and gesturing). Then do the next two locations during the next 50-minute period.
Day 3 and Beyond: Now that you have slowly read through this personalized, scripted story with the students, they have hopefully acquired the key structures. You have been able to achieve 75 repetitions or higher on each of these structures and made this story completely comprehensible to the class.
This “base-reading” now can be expanded into successive “Embedded-Readings” that: -add in more details -add dialog -develop the characters and their reactions, -add titles and subtitles -have formatting changes (removing negative space, forming paragraphs, etc.) -add a location -add in Latinized forms of names (for me, teaching my particular language of Latin, this is a big deal, since Latin nouns are inflectional and it helps the kids get accustomed to this)
Making Embedded Readings in this way is called “bottom-up” Embedded Reading creation: starting with a simple base-story and expanding it to more complex readings. Remember that all successive readings will have this base-reading “embedded” within them. (See my sample below.)
How to read the Embedded Readings: There are multiple ways to read the Embedded Readings. I use many of the same routines as I use with the first reading – circling, choral translations, comprehension checks, etc. But I will share one way that I recently read an Embedded Reading below that was a little different and fun for the students:
We had already established the base reading and I reviewed it quickly, showing pictures that our class artists had made on the document camera and retelling the story and circling a little, checking for comprehension. Then I passed out a printed copy of the base reading (with the same formatting and negative space that they had seen the day before) and a copy of a second Embedded Reading.
I told them to follow along on their paper as I read the base reading. I read this slowly and with expression, trying to make it as natural and artful as possible.
Then I told them this: “We are now going to have a experience much like you might have in your English class with Silent Reading, but I am going to be helping you through your reading of this 2nd version of the story. I am going to read a paragraph or two out loud and I want you to read silently along and try to create a movie in your heads of what I am reading. You will know most of the words, but there may be a few you don’t recognize. Don’t worry about this. Just keep reading and enjoy the story. After I read a paragraph or two, I will translate the paragraphs in English. Most of you will not NEED the translation, but if there were any words you were unsure of, the translation will likely clear them up. Just enjoy the reading – I made this reading for you to give you a pleasurable reading experience in Latin, much like you would have when you read an English book.”
And then we read through the story just like that. It took about 10-15 minutes and the students enjoyed it. For the most part, they indicated that comprehension was high for the 2nd reading. I would say the entire 2nd reading only had 3-5 new vocabulary words that had not been well practiced in class (i.e. 75 repetitions or more).
I want to give a huge thank you to Laurie Clarq and Michelle Whaley who presented this type of story crafting at NTPRS 2012 in their presentation on Embedded Readings! Gratias plurimas!!!
Below I have included a sample story (that goes with the sample script above):
The key structures are: -iter fecerunt – made a trip -cum pervenissent – when they arrived -tum coeperunt – then they began…
Script (The Trip):
_____ and ______made a trip to _______ because they wanted to ________. When they arrived, they said, “______!” They said that because they saw (a) _________. Then they began to ______.
BASE-READING, (CREATED FROM STUDENT RESPONSES):
ENGLISH VERSION OF BASE READING:
Luis and Steve made a trip to Sea World. Luis and Steve wanted to party with the ladies!
When they arrived at Sea World, they said, “Woo-woo!” They said that because they saw a lot of ladies.
Then Luis and Steve began to play Tactical-Monopoly-Supreme with the ladies.
—
The next day, Luis and Steve made a trip to Middle Earth. Luis and Steve wanted to party with the Hobbit ladies!
When they arrived at Middle Earth, they said, “This is stupid!” They said that because they saw Gandalf bobble-heads.
Then Luis and Steve began to play softball with the Hobbit ladies.
—
The next day, Luis and Steve made a trip to “Build-a-Bear Workshop” with the Hobbit ladies. The Hobbit Ladies said, “We like Build-a-Bear!”
When they arrived at Build-a-Bear Workshop, they said, “O.M.G.!” They said that because they saw a stuffed panda with a jar of peanut butter.
Then Luis and Steve and the Hobbit ladies and the stuffed panda with a jar of peanut butter began to make a trip to Middle Earth because everybody wanted to party in Middle Earth.
LATIN VERSION OF BASE READING:
Luis et Steve ad Sea World iter fecerunt. Luis et Steve cum feminis convivari volebant!
cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt!
tum, Luis et Steve Tactical-Monopoly-Supreme cum feminis ludere coeperunt.
—
postridie, Luis et Steve ad Middle Earth iter fecerunt. Luis et Steve cum feminis Hobbitis convivari volebant!!!
cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf Bobble Heads viderunt.
tum Luis et Steve cum feminis Hobbitis molipila ludere coeperunt.
—
postridie, Luis et Steve cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear nobis placet!”
cum ad Build-A-Bear Workshop pervenissent, dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-cum-Peanut-Butter-Jar viderunt.
tum Luis et Steve, et feminae Hobbitae, et Stuffed-Panda-cum-Peanut-Butter-Jar ad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant!
– – – – – – –
2ND EMBEDDED READING
ENGLISH VERSION OF 2ND EMBEDDED READING:
Alovisius and Stephanus Make a Trip
The Trip to Sea World One day, Stephanus and Alovisius were in Frances’s Bar. Alovisius said to Stephanus, “Stephanus, it pleases me to make a trip to Sea World. Does this please you?” Stephanus said to Alovisius, “Alovisius, why do you want to make a trip to Sea World? Do you want to see Shamu?” Alovisius said, “No way! Shamu is stupid! It pleases me to party with the ladies in Sea World!” Stephanus said, “Me too!”
And… Alovisius and Stephanus made a trip to Sea World because they wanted to party with the ladies. When they arrived at Sea World they said “Woo-woo!” They said this because the saw a lot of ladies. The ladies were really beautiful and were playing Tactical-Monopoly-Supreme.
“Hello ladies!” said Alovisius and Stephanus. “Hi Alovisius and Stephanus!!! Tee-hee-hee-hee-hee!” said the ladies. Does it please you to play Tactical-Monopoly-Supreme? It’s the best!”
Then, Alovisius and Stephanus began to play Tactical-Monopoly-Supreme with the ladies. They played Tactical-Monopoly-Supreme for seven hours.
—
The Trip to Middle Earth The next day, Stephanus said to Alovisius, “It was pleasing to me to party with the ladies in Sea World, but today it pleases me to party with the Hobbit Ladies in Middle Earth!” Alovisius said, “Me too!”
and… Alovisus and Stephanus made a trip to Middle Earth because they wanted to party with the Hobbit ladies. When they arrived at Middle Earth they said, “THIS IS STUPID!” They said this because they saw Gandalf-Bobble-Heads.
The Hobbit Ladies said to Alovisius and Stephanus, “Hello Alovisius and Stephanus!!! Tee-hee-hee-hee-hee! Does it please you to play softball? It’s the best!”
The Gandalf Bobble Heads said to Alovisius and Stephanus, “Bobble-bobble-bobble!” Alovisius and Stephanus said, “STUPID!”
Then Alovisius and Stephanus played softball with the Hobbit Ladies. They played softball for seventy seven hours.
—
The Trip to Build a Bear The next day, Alovisius et Stephanus made a trip with the Hobbit Ladies to Build a Bear Workshop. The Hobbit Ladies said, “Build a Bear is the BEST!” When they arrived they said “O.M.G.!” They said this because they saw a Stuffed-Panda-with-a-Peanut-Butter-Jar. The Stuffed-Panda-with-a-Peanut-Butter-Jar was gigantic.
Stuffed-Panda-with-a-Peanut-Butter-Jar said, IT PLEASES ME IN MIDDLE EARTH TO PARTY!!! I WANT TO MAKE A TRIP TO MIDDLE EARTH!!!”
Everyone was afraid of Stuffed-Panda-with-a-Peanut-Butter-Jar. But… Stephaus was brave. Stephanus said, “Stuffed-Panda-with-a-Peanut-Butter-Jar, you may make a trip to Middle Earh. Come with us to Middle Earth!”
Then everyone said, “Hooray!” Everyone was happy.
Then Alovisius and Stephanus and the Hobbit Ladies, and Stuffed-Panda-with-a-Peanut-Butter-Jar made a trip to Middle Earth because everybody wanted to party! In Middle Earth they partied and played Tactical-Monopoly-Supreme for seven hundred seventy seven hours!
—–
LATIN VERSION OF 2ND EMBEDDED READING:
ALOVISIUS ET STEPHANUS ITER FACIUNT iter ad Sea World uno die, Stephanus et Alovisius in taberna Francescae erant. Alovisius Stephano dixit, “Stephane, mihi placet ad Sea World iter facere! placetne tibi?” Stephanus Alovisio dixit, “Alovisi, quare tibi ad Sea World iter facere placet? tu vis Shamu videre?” Alovisius dixit, “MINIME! Shamu est stupidus! mihi placet in Sea World cum feminis CONVIVARI!!!” Stephanus dixit, “ego quoque!!!”
et… Alovisius et Stephanus ad Sea World iter fecerunt quod cum feminis convivari volebant! cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt! feminae erant pulcherrimae et Tactical-Monopoly-Supreme ludebant.
“salvete feminae!” dixerunt Alovisius et Stephanus. “avete Alovisi et Stephane!!! Tee-hee-hee-hee-hee!” dixerunt feminae. “placetne vobis Tactical-Monopoly-Supreme ludere? est OPTIMUM!”
tum, Alovisius et Stephanus Tactical-Monopoly-Supreme cum feminis ludere coeperunt. Tactical-Monopoly-Supreme septem horas ludebant!
iter ad Middle Earth postridie, Stephanus Alovisio dxit, “mihi placebat in Sea World cum feminis convivari, sed hodie mihi placet in Middle Earth cum feminis Hobbitis convivari!!!” Alovisius dixit, “EGO QUOQUE!!!”
et… Alovisius et Stephanus ad Middle Earth iter fecerunt quod cum feminis Hobbitis convivari volebant!!! cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf-Bobble-Heads viderunt.
feminae Hobbitae Alovisio et Stephano dixerunt, “salvete Alovisi et Stephane!!! Tee-hee-hee-hee-hee! placetne vobis MOLIPILA ludere? est OPTIMUM!”
Gandalf-Bobble-Heads Alovisio et Stephano dixerunt, “BOBBLE-BOBBLE-BOBBLE!” Alovisius et Stepanus, “STUPIDUM!!!” dixerunt.
tum Alovisius et Stephanus cum feminis Hobbitis molipila ludere coeperunt. molipila septuaginta sepetem horas ludebant.
iter ad Build-a-Bear postridie, Alovisius et Stephanus cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear est OPTIMUM!” cum ad Build-A-Bear Workshop pervenissent, omnes dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-with-a-Peanut-Butter-Jar viderunt! Stuffed-Panda-with-a-Peanut-Butter-Jar erat MAXIMUM!
Stuffed-Panda-with-a-Peanut-Butter-Jar dixit, “MIHI PLACET IN MIDDLE EARTH CONVIVARI!!! ITER AD MIDDLE EARTH FACERE VOLO!!!”
omnes Stuffed-Panda-with-a-Peanut-Butter-Jar timebant. sed… Stephanus fortis erat. Stephanus dixit, “Stuffed-Panda-with-a-Peanut-Butter-Jar, licet tibi ad Middle Earth iter facere. veni ad Middle Earth!”
tum omnes dixerunt, “EUGE!!!!!!!!!!” omnes laeti erant.
tum Alovisius et Stephanus, et feminae Hobbitae, et Stuffed-Panda-with-a-Peanut-Butter-Jar ad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant! in Middle Earth convivabantur et Tactical-Monopoly-Supreme septingenti septuaginta septem horas ludebant!