Reading Informational Texts Using the 3-2-1 Strategy

In this lesson, students in grades K-2 learn to use the 3-2-1 strategy, which involves writing about three things they discovered, two things they found interesting, and one question they still have. The lesson plan includes an interactive student tool, and it can be used with print or digital texts. This strategy lends itself to differentiation because it can be used with all levels of text.

Weblink address (URL):

Standards & Objectives

Learning objectives:

NCTE/IRA National Standards For The English Language Arts

Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

Lesson Variations

Blooms taxonomy level:

Understanding

Extension suggestions:

Extensions:

Have students research answers to the questions they still have.
Ask students to use the 3-2-1 strategy for a homework assignment or as a book report.
Modify the strategy for a specific text or topic, requiring students to read for particular information. For example, if you are reading a text about polar bears, ask students to list three things they discovered about the polar bear's diet.
Have students use the strategy when reading classroom magazines, such as Weekly Reader.
Assign students to write a report, and then have students read one another's reports using the 3-2-1 strategy.

References

Contributors:

Kristin Keatts

Originator:

Ayers Institute for Learning & Innovation