Goal #2 Working Backwards from a TextThe second way to use Embedded Reading is to deliberately scaffold new structures and vocabulary. This works very well when we are creating a Top-Down reading (ie a longer finished piece that we break down into the scaffolded versions) like the example below. Step 1: Locate or create a text that students will be able to comprehend at the end of the chapter/unit. Step 2: Identify the new structures that students will need to know. Step 3: Create an Embedded Reading from the chosen text. There is a “method” to this. You can find explanations on the website, but keep in mind as you create the reading is that each new level should only incorporate a few new structures at a time. People who have done it before will help if you ask!! Step 4: Identify the 1-3 structures (depending on the level of that students) to introduce to students that will appear in the base reading. Step 5: Establish meaning, use PQA, practice with gestures, ask a story, etc.Step 6: Read the base reading with students. Incorporate a reading activity if desired. Step 7: Identify the structures needed in the next version of the story. Repeat steps 5, 6 and 7 as needed!!! I believe that this is what many of our Latin colleagues do when they have a particular piece of literature to work with. I hope that James chimes in with how he and other Latin teachers are using Embedded Reading in their classrooms!!! All content of this website © Embedded Reading 2012-2014 or original authors. Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited. Examples and links may be used as long as clear and direct reference to the site and original authors is clearly established.