There was a discussion here at the end of May on embedded reading and somehow this comment by Laurie got put into a holding pen somewhere and wasn’t published. I just found it. So it’s actually good, because now we can make it into a post and link it to the category on embedded reading. (If anyone makes a comment and it doesn’t appear please let me know and I can try to fix it.)
Laurie’s comment on embedded reading:
We almost always start with students reading the simplest version of the text. However, they are not always a pared down version of an original. The pared down or “Top Down’ version is one option.
The other is to start with the kernel of the story and build up….more on the two ways to create a reading here:
Bottom Up:
Top Down:
and
Then, once a reading exists, the teacher must decide how to implement it in the classroom/curriculum.
Magister P, Your description of using a reading in class is certainly one option. It does allow readers of various abilities to all read/understand/discuss ONE text, one time. It does allow the teacher to differentiate for different reading levels and acquisition stages. However, it does not develop reading skills or assist in language acquisition.
In order to help students to grow as readers and to grow in the language, the students should ALL be reading several versions of the text….beginning with the most basic.
Beginning with the “core”or the kernel of the reading allows everyone to get a deep understanding of the most important points and/or receive transparently clear messages from the text.
Here some ideas about using the base reading with students:
Each succeeding level not only adds details but also language. The language that is inserted into the succeeding levels is varied. Some is repeated structures (for reps), some is rephrasing, some is challenging (keeps faster processors engaged), some is simple (continues to provide success for others) . “Good” readers often read too quickly and miss vital information/nuances. “Poor” readers give up too easily. This way both types of readers grow and are still successful.
There are a few ‘tricks” that keep students from getting bored (or from thinking that they are getting bored) reading several versions of the “same” text.
1. Make sure that each version adds interesting details/information.
2. Do a different activity with each version of the text. Illustrate, act, vary questioning techniques, use sound effects, screen vs. paper, parallel characters, etc. “Reading” all of the versions the same exact way is not engaging.
3. Save the best for last. Keep a vital piece of information or surprise for the last reading…they will look forward to it!
Your questions are excellent. Here are some short posts that will help:
The Practical Question
The Philosophical Question
The Philosophical Question: How Do I Use An Embedded Reading?
These posts will give you a number of ideas on how to use Embedded Readings :
with love,
Laurie