The first time I use embedded readings with my students I usually follow this procedure...or something similar:

1.  The readings are stapled together with the simplest piece on top.  I ask each student to raise his/her right hand swear that he/she will NOT read ahead of where we are as a class.  :o)  You'll see why in Step 2.  It's also a good way to practice...I promise /I swear.  I ask the students to read the simple piece silently and picture the information/story in their minds. It really only takes a minute...but I want to encourage the silent reading/picturing skill with these emerging readers....AND independence.  I need to know that the simple piece is individually and independently comprehensible.  If it isn't, I have made it too complex and need to pare down on the next reading.  Then we do a quick comprehension check.  I will read the piece aloud one sentence at a time (my lower level students gain confidence from hearing the sentences and it doesn't take long with the simple version) and either have a student translate or have them hold up a signal showing me that they get the entire sentence or they don't.   I've found that this first step is much more important than I first realized.  If there are gaps in comprehension at this level of the story, I will lose kids as the story progresses and I just don't want to do that!!!

2.  Once I am sure that everyone has the simple version (and the better I get at creating them, the less time this takes)  I tell them that I have copy and pasted this version of the story right into the next version...and I hope that they can find it.  And we flip to the next page....

If the class is a group of strong readers, I will let them read silently again.  Usually though I read and choose kids to translate.  (they know from how the class is run that they can volunteer, but that I will also call on individuals when I think that they can do it!!)  This allows me to let every kid be successful at the translating.  I can stop and circle new information at this point.  I can ask if anyone wrote those details in their story.  I can ask who had a different detail in their story. 

By now they have figured out that the next page has even more information, even more of THEIR ideas, and is a little bit more challenging. Some of them are chomping at the bit to flip the page and look ahead.  I remind them of their promise.  :o)  The anticipation is a good sign.  It adds to the fun.  When I feel we've milked that level enough....and that I can't push the waiting any longer...Get Ready, Get Set, Go!!  Flip!!!

3.  The third version is like dessert to a hungry reader.  It may be appear like too many helpings to the unconfident.  This is the place where I can show them that by embedding the first two versions in this version, that they really can read AND understand a longer, more complex reading.  This is the level that wins them over.   How I handle it depends on the class.  It is a good place to use my instincts.  Any of the choices below will work...but sometimes one calls to me more than another.    Usually one of them will be the in-class activity and another one becomes an assignment (sub/in class/homework) or a quiz.

       a.  The students read the story silently, and use a highlighter to highlight new information or words/phrases that they DO understand.

       b.  The students read the story silently, and use a highlighter to highlight new information or words/phrases that they DON'T understand.

       c.   If the students are giving me "this is going to be too hard" signals, I reassure them and we read/translate together instead of reading silently.  This way I can keep them focused and reinforce their success.

We can then discuss, circle, etc.  The first time we do an embedded reading I believe that it is VERY helpful to go over the readings orally.  I can point out who added what, reinforce how well they are reading, use pop-ups etc.  Later in the year, I feel more comfortable spending less time on those activities if time is short....but not the first time or two that we do an embedded reading.  I like watching their eyes light up...and recognizing that with them!!!

       c.  The students can illustrate the story.  (Sometimes I have had them illustrate the BASIC story as a hw assignment.  I pick one that I really think is clear, then add space and xerox it so that the students can add new illustrations from the more complex story.)   

       d.  The students can list, in English or Spanish (you choose),the  new details about the story.  (left-brainers love this...right-brainers won't see the point)

       e.  The students can translate the piece for a parent/friend/adult who then signs it so that they student receives credit.   I tell them that they should be able to translate most of it....but if there are phrases/words that they forgot that they should circle them and we'll go over them again in class.

      
4.  The fourth version is now icing on the cake!!  I like to let 24 hours go between reading #3 and reading #4.  Some students really benefit from that "marinating time".  If a group is weak, then the following day we will re-read version #3 before going on to version #4.   I point out, iether way, that version #4 may not be completely comprehensible.  I remind them that completely comprehensible input is a beautiful way to build acquisition....but that not everything in the world has been created specifically for them to understand.  I let them know that they have all of the skills they need to find the information that they want from a challenging piece. 

     It's important then that I use this level in a way that does NOT require everyone to understand every tiny piece of new information.  I'll write my next post on some ways to do that. 

 with love,
Laurie