I want to share with you part of a discussion I have been having with Ben Slavic about the use of embedded readings......

Ben, I keep thinking about what you said about reading vs. aural input. Which one is more valuable? I want to use my time in the best way possible!!!!!!!!!!!!

I know that sometimes I “avoid” storyasking because I am a) tired or b) afraid I will just “go all English” on my kids and ruin the whole thing. But they ABSOLUTELY need to hear the language.

I love to read. It’s tempting to do what I like to do. I like to write. I would rather do that than correct papers, make grade entries, write discipline reports, prepare department meeting agendas and answer emails. So I probably do it more often than I should. :o)

What I have been trying to do is to do reading AND asking together. I used to see the TPRS steps of Present Vocab., Tell a Story, and Literacy as not only the steps, but also as the order of operations.

I think that for novices, that is the way it should be. However, once students become literate in the TL, reading becomes the secret weapon. Embedded readings bring all of the best parts of storytelling/storyasking to reading.

I can:
use student ideas
include information about students
control the structures I want to emphasize
circle
park
create a parallel story..in the reading or as discussion
incorporate illustrations
use humor
add the element of surprise
differentiate
stay in the TL
be serious or silly
incorporate song lyrics
incorporate literature
connect with film
explore cultural/historical components

all while BUILDING FOR…AND ON….SUCCESS.

The hardest part of reading with my students?

No, not their reading skill level.
No, not their personal feelings/experiences about reading.

It is, gulp, letting the story and the students, rather than the storyteller, become the focus of the class.

Yup.

There is a bit of an actress in me…and director…and choreographer…and I enjoy those roles. I think, honestly, it is easy for me to ride that wave with my students.

But when I use the embedded readings, it is the students who get all the glory….for the writing and for the comprehension. I am more focused on the fun that they are having…rather than on the fun I am having (or not having if the story isn’t “going well” in my opinion)

It’s a more honest way to teach. It’s a little more humble. And I think that for many teachers, a little more achievable. One of the things that scares teachers about TPRS is the feeling that the teacher needs to be funny and dynamic. You and I know that that is not necessarily true….but all of the good TPRS presenters ARE funny and dynamic.

I’m not saying that embedded readings are for everyone. I’m not saying that I should (or anyone should) use them all of the time. But I am grateful for what they have done for my students…as language learners, as students, as readers, as people. I am also very grateful for they have done for me as a teacher….allowed me to focus on the language, the story and the student….and to hone the skills I need to do that.

with love,
Laurie