Tag Archives: Embedded reading

Lab day/Embedded reading

It was lab day in Russian 1 as well as in the intermediate class yesterday. The beginners had four different tasks on their Edmodo class site.

The first two were to click on links in the “Beginners” column of my class website page, just to explore what they might be able to do there, and report back to me about what they liked and didn’t like.

Then they had to re-read two of our class stories and send me ideas for tweaking the stories. One of the stories was the cat and mice story.

The suggestions were lots of fun: the mice tease the cat, the mom takes too long to see the cat, the mom and the cat go to Taco Bell, it’s a snake instead of a cat, the cat eats the mice, the mice get revenge, and so on.

I wrote about five different, increasingly lengthy, versions of the story, expanding slowly with some new adjectives and verb structures that I wanted them to have while incorporating more and more of their ideas.

Ordinarily, we put some time and different activities between story versions. I did have them read, answer my questions, translate by groups and pairs. I didn’t have them act anything out. That’s for tomorrow: they’ll read and gesture each word possible in groups of three.

Instead of putting days or at least major activities in between the versions, we pretty much read straight through, because once they saw some classmates’ ideas in the text, they wanted to find out whether I used all of their ideas (couldn’t, quite honestly!) and pressured me to keep reading.

Since when does that happen?!

Embedded Reading tweak

Yesterday in the first day of a workshop with the wonderful Cherise Montgomery, I watched a culturally-based power point that gave me yet another way to think about embedded readings.

Cherise started by telling the name of an artist and showing a picture of him. On the next slide, she showed a picture, asked his name, and added that he liked to paint. (All the words she used were also written on the slide.) 

In the next one, she asked his name, confirmed his name and what he liked to do, and explained that he liked to paint murals. And so on. The text kept growing.

Then she introduced a new artist and used the same kind of information, but added a painting of a girl. It turned out that the girl was sad. Why was she sad? We tried to figure it out. 

The next slide was another artist, who liked to paint yet other kinds of paintings, but it turned out that he was a friend of the girl in the picture, and she was no longer sad because she had a friend. 

This whole thing was beautifully thought out, and had lots of circling. The only thing it didn’t have was the TPRS personalization piece, but that would be easy to bring in, if you did comparisons.

I’m sorry that I couldn’t continue for the whole week with Cherise. Life sometimes interferes with plans. I’m just hoping that Betsy and Cara will take really good notes and share with me. Hey! Cara! If you get this, will you please let me post notes?