Student-Generated Embedded Readings...Option #1
The very first time I created an embedded reading, I took the majority of the sentences from my student writings. I love to use students' work in class...and I am always looking for a new way to do that. Here is the "method" I've worked out.....
1. I ask students to do a writing piece. I give them the theme or topic so that everyone's writing has similar elements and utilizes similar structures. Sometimes I determine a simple story line (ie write a story about a guinea pig who has a secret life as a super-hero), sometimes a summary of a movie that we have seen, sometimes a letter format similar to NYS Proficiency/Regents topics (ie Write a letter to your grandmother about your summer job at a restaurant)
The piece may be written as part of a class activity , it may be a quiz, it may be a homework assignment; how and where it takes place is not really critical...but I believe that the truest work comes from a 10 minute write. It also does not matter if the students use their notes, words from a list/board, or just their own inner resources.
2. Once the papers are collected I read through them quickly and organize them in a pile, from least complicated to most complicated. I create the base story (10-20 sentences for my kids) by taking sentences (cleaning up grammar or clarifying as necessary) from the least complicated papers. I know that this story will now be completely comprehensible to my barometer students BECAUSE THEY WROTE IT!! :o)
3. I copy and paste the simple story on to a new page. Then I go back to the pile of student writings in order to find, and add, new information, interesting or quirky details, and cool vocabulary phrases ( all of a sudden, obviously etc.) I am not necessarily adding information to the end of the story....I try to insert 2-4 sentences in between each sentence of the base story....then add a few additional sentences at the end if there is a good idea in the student writings that I want to include.
4. I copy and paste that version on to another page. Then I go back to the pile of student writings, dig deeper into the pile, and look for more sentences, more details, more vocabulary, more ideas to the story. Again, I try to add sentences throughout the story.
5. Often I will then add one more version to the "packet" of stories. Now that I have a great student-generated story, I can add other structures and vocabulary....as well as personalized touches to that story. This ensures that my upper-level students are challenged and interested in the process as well.
It takes a little practice.....but the students love the results...even when I am not sure that the finished product is interesting...they get drawn in quickly and easily. They are happy to "build" up reading levels. They love finding the details in their own stories in the new story. They enjoy looking for things about themselves or references to things they know about or read about or wrote about!!
with love,
Laurie
1. I ask students to do a writing piece. I give them the theme or topic so that everyone's writing has similar elements and utilizes similar structures. Sometimes I determine a simple story line (ie write a story about a guinea pig who has a secret life as a super-hero), sometimes a summary of a movie that we have seen, sometimes a letter format similar to NYS Proficiency/Regents topics (ie Write a letter to your grandmother about your summer job at a restaurant)
The piece may be written as part of a class activity , it may be a quiz, it may be a homework assignment; how and where it takes place is not really critical...but I believe that the truest work comes from a 10 minute write. It also does not matter if the students use their notes, words from a list/board, or just their own inner resources.
2. Once the papers are collected I read through them quickly and organize them in a pile, from least complicated to most complicated. I create the base story (10-20 sentences for my kids) by taking sentences (cleaning up grammar or clarifying as necessary) from the least complicated papers. I know that this story will now be completely comprehensible to my barometer students BECAUSE THEY WROTE IT!! :o)
3. I copy and paste the simple story on to a new page. Then I go back to the pile of student writings in order to find, and add, new information, interesting or quirky details, and cool vocabulary phrases ( all of a sudden, obviously etc.) I am not necessarily adding information to the end of the story....I try to insert 2-4 sentences in between each sentence of the base story....then add a few additional sentences at the end if there is a good idea in the student writings that I want to include.
4. I copy and paste that version on to another page. Then I go back to the pile of student writings, dig deeper into the pile, and look for more sentences, more details, more vocabulary, more ideas to the story. Again, I try to add sentences throughout the story.
5. Often I will then add one more version to the "packet" of stories. Now that I have a great student-generated story, I can add other structures and vocabulary....as well as personalized touches to that story. This ensures that my upper-level students are challenged and interested in the process as well.
It takes a little practice.....but the students love the results...even when I am not sure that the finished product is interesting...they get drawn in quickly and easily. They are happy to "build" up reading levels. They love finding the details in their own stories in the new story. They enjoy looking for things about themselves or references to things they know about or read about or wrote about!!
with love,
Laurie
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