This scaffolded reading activity is a great way for your students to receive comprehensible input and interact with a text during the Realidades 2 1A chapter. After reading the story, they create a true/false quiz and quiz their neighbor.
This reading activity has three versions of a story that build up students’ ability to understand a complicated text. In the first version, a student and his mom go shopping for school supplies and chat about the upcoming year, with comprehension questions at the end. The next version contains every sentence from the previous one, but with new details added in and new comprehension questions. The third version is a full-page story about the shopping trip and the student's first day of school that contains the previous version, but again with new comprehension questions.
Detailed instructions are included with the product, but here are the basic steps:
1. Students sit with a partner, and each student receives one copy of Version 1 (see thumbnail 2, which has two on one sheet to save paper). They read the story together, and then they go back to answer the comprehension questions and underline as many vocabulary terms from the chapter as they can find.
2. One student brings up the papers for their group to the teacher. If any questions are answered incorrectly or few vocabulary words were underlined, the teacher hands their papers back and hints at what they should re-visit. If students clearly understand the story based on their answers, the teacher hands them the next version.
3. This pattern repeats until all students have read the third version and are working on the comprehension questions. To keep all students engaged until this point, you could have offer an extra credit point for students to find all of the chapter vocabulary in the third version, but not require it. I call this an “in-context word search.” Have students pause, and discuss answers.
4. On the back of the last version is an extension writing activity, where students create their own true/false statements about the story and include chapter vocabulary terms.
My students the past three years were able to fully understand the third version of the story, with the help of the scaffolded approach. Additionally, they felt highly accomplished that they could understand and write so much in the target language. I hope your students enjoy this activity!
To read more about this reading method (called Embedded Reading) created by Laurie Clarcq and Michele Whaley, visit their official site at https://embeddedreading.com/about/