When it comes to reading, we continue to use these differentiation strategies and they work very well. But last week, I wanted to challenge my students to read independently and use their resources to decipher a past-tense text. We have used the past tense before and done pop-up grammar with it, but I have not targeted it.
I created these 3 levels of readings based on the story we created in class. It is called Nacho Libre busca nachos and it is using Martina Bex’s Búscalo vocabulary. Students self-selected into 1 of 3 categories based on a mini-quiz at the beginning of class and their own judgement.
All new phrases are highlighted and translated on the side of the page. Comprehension questions are drawn straight from the text.
All new phrases are highlighted and identified on the side of the page, but not translated. If students cannot decipher them, they can find a hint card on the board with the translation on the back.
Some comprehension questions require more inference.
All new phrases are highlighted in the reading but they are not identified on the side of the page and not translated.
Comprehension questions are more open-ended and require more inference.
Throughout all readings, high frequency verbs are bolded, a strategy I stole from Mike Peto.
Students read on their own for 8 minutes, did an airplane/volleyball reading, then came back to their leveled groups to answer the questions. As they did the airplane reading, I was impressed because, no matter the level, they were all able to translate the reading accurately.
I also created a storyboard for this story for my students to retell. Storyboardthat.com is perfect for creating cartoons for each unique story!
ch 8 speaking nacho libre storyboard
You are more than welcome to use any of these resources! I do not own the rights to these Nacho Libre pictures and I strongly encourage you to use the Búscalo unit from Martina!