Just a note: today I handed out the three levels of the embedded reading that my intermediates are working on about Moscow. There were two copies: one with three levels on the same page, and one page front and back with the reading double-spaced. (There was an additional paragraph of very high-level information that the most advanced kids got.) They chose whichever level they wanted to work on, and we talked about how they could add phrases in like, “I want to tell you about…” “I would like to see …” “It seems to me that ….” “I know that…” “Therefore…” “I like …”
They thought, of course, that I was trying to get them to write. Nope. It was just another push to make them read it again and figure out where these phrases would come in most logically. I’m probably going to have them hear some volunteers read out loud (or I will do the reading) so that they can follow along (but actually so that they’ll hear it and re-read it a few more times).
Oh. I just remembered that we’re going to be in the lab on Friday, so what I plan to do is require that they put individual sentences onto Power point or Prezi and find pictures to go with each one. They won’t have to type. I’ll give them the document, so all they have to do is cut and paste. They’re going to have to set up the document first without the pictures, and add them later. Otherwise they get bogged down in doing the pictures. Then we can show a few on line.