Textbook Stories: Embedded Readings (ER), and Recycled Readings (RR)

In my last post, I mentioned the importance of parallel stories. Recycled Readings (RR) is my new idea on improving textbook stories known for not providing enough repetitions of new vocabulary. To create a Recycled Reading (RR), just add a parallel character, and recycle the vocabulary from the original as you compare. In the example below, the bold text is my parallel character—Katy Perry.

Ecce Rōmānī – I (Two Roman Girls)

ecce! in pictūrā est puella, nōmine Cornēlia. in pictūrā nōn est puella, nōmine Katy. Katy est puella Americāna quae in L.A. habitat. Cornēlia est puella Rōmāna quae in Italiā habitat…etc.

This isn’t a panacea—the textbook still introduces TOO MUCH vocabulary TOO SOON, but at least now there are more repetitions and something to relate to—instant Personalized Question & Answer (PQA) material. In addition to Recycled Readings (RR), I’ll be creating Embedded Readings (ER) for each chapter using a parallel story. You can read about what I learned at NTPRS about ERs from Michele Whaley, (co-creator of Embedded Readings), here.

So, my plan is to ask a class story, read those parallel stories I shared in the last post, then read the Ecce Rōmānī parallel ERs, and finally look at the RR. From there, we might actually read the original Ecce Rōmānī text, or just move on. I’ll update the document with each chapter throughout the year:

Click here for Ecce Rōmānī Parallel Stories (ER & RR). Feel free to make a copy (under “file”), and change the details to suit the interests of your students.

 

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2 thoughts on “Textbook Stories: Embedded Readings (ER), and Recycled Readings (RR)

  1. Pingback: “Hybrid CI/Textbook” | Magister P.

  2. Pingback: Syntax Synonyms: Don’t Fear the Subjunctive | Magister P.

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