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Creating Embedded Readings. Dr. Robert Patrick. Mary Had A Little Lamb. Mary had a little lamb its fleece was white as snow; And everywhere that Mary went, the lamb was sure to go. It followed her to school one day, which was against the rule;

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creating embedded readings

Creating Embedded Readings

Dr. Robert Patrick

mary had a little lamb
Mary Had A Little Lamb

Mary had a little lamb its fleece was white as snow;

And everywhere that Mary went, the lamb was sure to go.

It followed her to school one day, which was against the rule;

It made the children laugh and play, to see a lamb at school.

And so the teacher turned it out, but still it lingered near,

And waited patiently about till Mary did appear.

“Why does the lamb love Mary so?” the eager children cry;

“Why, Mary loves the lamb, you know” the teacher did reply.

embedded stories
Embedded Stories

Level 1

Mary had a lamb.

The lamb was white.

The lamb was always with Mary.

Mary and the lamb went to school.

embedded stories1
Embedded Stories

Level 2

Mary had a little lamb.

It was white as snow.

Everywhere Mary went

The lamb went also.

level 3
Level 3

The original text

guiding principles of ci
Guiding Principles of CI
  • Deliver understandable messages in the target language—90% of the time.
  • Shelter vocabulary, not grammar.
  • Keep anxiety (the affective filter) low.
  • Keep the work interesting.
  • Proceed at i + 1 pace (something interesting with an edge).
introducing advanced readings
Introducing Advanced Readings
  • Start with the end reading.
  • Identify unknown words.
  • Create the simplest version possible with no new words.
  • Establish meaning and “circle” four new words.
  • Create a second simple version with the four new words. Repeat as needed.
sonnet 18 shakespeare
Sonnet 18--Shakespeare

Shall I compare thee to a summer's day? Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer's leasehath all too short a date: Sometime too hot the eye of heaven shines,And often is his gold complexion dimm'd; And every fair from fair sometime declines,By chance or nature's changing course untrimm'd;

sonnet 18 cont
Sonnet 18 cont.

But thyeternal summer shall not fadeNor lose possession of that fairthouowest;Nor shall Death brag thouwander'st in his shade,When in eternal lines to time thou growest: So long as men can breathe or eyes can see,So long lives this and this gives life to thee.

say what simplest version
Say what?—Simplest version

Shall I compare you to a summer’s day?

You are even more beautiful than that.

But all beauty eventually fades.

Your beauty will not fade.

I will write your beauty into my poem

And these lines will give you eternal life.

next version 4 new words
Next version: 4 new words
  • Temperate = mild
  • Fair = beautiful
  • Complexion = appearance
  • Declines = dying, death, disappearing
  • Establish meaning, circle, PQA, ask a story
next version with new words
Next version with new words

Shall I compare you to a summer’s day?

You are more lovely (than a summer day) and more temperate.

Rough winds shake the buds of May,

And summer is all too short:

Sometimes the sun shines too hot,

And often the sun’s gold complexion is dimmed.

And every fair (face) eventually declines from beauty,

add 4 circle continue
Add 4, circle, continue
  • Some readings may only require the simplest plus one or two versions before reading the original.
  • Some may require several.
  • The principle always guiding: do they understand?
  • My primary job is to show up and deliver understandable messages in the language.
the reading process
The Reading Process
  • read and draw (early versions)
  • read and discuss (lots of teacher led Q and A)
  • read and write (timed write) only when you know that they understand.
  • Read it one more time, for sheer pleasure.
stirrings of love in the aeneid
Stirrings of Love in the Aeneid

Praecipue infelix, pesti devota futurae,expleri mentem nequitardescitquetuendoPhoenissa, et pariter puero donisque movetur.Ille ubi complexu Aeneae colloque pependitet magnum falsi implevit genitoris amorem,reginam petit haec oculis, haec pectore totohaeret et interdum gremio fovet, inscia Dido,insidat quantus miserae deus; at memor illematris Acidaliae paulatim abolere Sychaeum incipit, et vivo temptat praevertere amoreiam pridem resides animos desuetaque corda.

simplest version no new words
Simplest Version—no new words

Infelix regina Phoenissa ardescit puero et donis.

Ille puer, deus ignotus, magnum amorem implevit.

Regina puerum haeret, et puer reginae fovet.

Ille deus vivo amore temptat detrahere.

4 new words
4 new words
  • Gremium = lap, bosom
  • abolere = to abolish from memory
  • Insidere = to settle in/on
  • preavertere = to outstrip
next version with 4 new words
Next Version with 4 new words

Infelix femina, devota pesti futurae

Et Phoenissa ardescit, et pariter puero et donis movetur.

Ille complexu magnum amorem falsi genitoris implevit,

Et haec regina oculis petit, pectore toto haeret

Et interdum gremio fovet.

Dido inscia erat quantus deus miserae insidat.

Ille memor matris Veneris paulatim abolere Sychaeum incepit,

Et vivo amore praevertere temptat.

fortifying our programs
Fortifying our programs
  • Exploit those in your department who have training and who practice CI at your department meetings.
  • Read Krashen: http://www.sdkrashen.com/
  • Sign up for Slavic’s PLC: http://www.benslavic.com/
  • Gather in language groups and create your own workshops.
  • Dedicate local funds to send 2-4 department members to CI training each year.
  • Email/share ideas