Modified Three Read Tool

This is super timely, Haden Griggs as I introduced this concept this week. One thing I started out doing was explaining that read 1 was for gist/skimming. Before I let students open their computers to get working on the document, I passed out printed versions of the article. I had them skim and share predictions about the article. It was (as it should be) FAST! I used that as a way to model that it can be a quick, yet efficient process, with a big comprehension payoff.

As the year goes on, I sometimes cut the actual writing down of ideas for read 1, and just make it a whip share around the room or have kids write on a post-it a prediction to make it snappy.

Like you, I use sentence starters for the third read. Here is what I use:

Meaghan Mihalic ,Haden Griggs ,Erin Cunningham ,Will Nash ,Lisa Meyers 

This is a great post. I've really been focusing on the 3CR this year. These ideas are really helpful. But, I have a really basic question: Do these adjustments help the students read the article?

I ask because right now I'm in the process of modelling the 3CR protocol. I'm asking students to read a section and identify a key idea to support the claim. (I help students identify and draft a claim for the article.) When I ask for a key idea to support the claim, I get is a lot of silence. Well, not really silence, but not responses to the question. Students wait until I write something on the screen. 

I'm going to try the modification of putting in spaces for the first, second, and third key idea. Kids have been getting hung up on the fact that the claims and key ideas are in the same box.

That's a bit of a work in progress--I'm happy if they can identify the main ideas of each paragraph or section. I have students # the paragraphs and I do this whole analogy with Instagram and TikTok about why posts get tagged and why it might make sense to do the same with an article. I also explain that the # helps make their thinking visible to me and to their future self on future assignments like open-note quizzes.

For many of the WHP articles, the claim is hard to identify because the articles are informative rather than argumentative. 

Erin Cunningham , thanks. Your responses are always helpful. I've decided on a different approach for now. I'm going with two-column notes. I'm planning on sneaking in some of the 3 Close Read prompts -- the Support, Extend, Challenge -- as exit tickets.

You are right about finding the claim. This is something I would do with them. 

Where they struggled was finding supporting evidence. My objective for using the 2-column notes is to have them see what evidence looks like.

Fingers crossed.

Erin Cunningham , thanks. Your responses are always helpful. I've decided on a different approach for now. I'm going with two-column notes. I'm planning on sneaking in some of the 3 Close Read prompts -- the Support, Extend, Challenge -- as exit tickets.

You are right about finding the claim. This is something I would do with them. 

Where they struggled was finding supporting evidence. My objective for using the 2-column notes is to have them see what evidence looks like.

Fingers crossed.

Two column notes are a perfect adaptation John Vidoli .

I like templates and routines that cross assignments and curricula--it's powerful to say to kids that the strategy you are teaching them has applications elsewhere. Really helps with buy-in.