Literacy in the S

"Good readers use effective strategies when reading to help them comprehend text. The 3-2-1 strategy requires students to summarize key ideas from the text and encourages them to think independently. First, students write about three things they discovered. Next, they write about two things they found interesting. Last, they write one question they still have. This strategy can be used while reading a variety of texts to actively and meaningfully engage students with the text. "

~ Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The Reading Teacher, 58, 381–384.

"Evidence exists that supports the need for primary teachers to use informational texts in their classrooms. Teaching students effective strategies to use while reading informational texts can greatly assist students in comprehending what they read."

~ Kletzien, S.B., & Dreher, M.J. (2004). Informational text in K–3 classrooms. Newark , DE : The International Reading Association.

The 1-2-3 Strategy

Polar Bears

What do you know about Polar Bears? List on board.
Hand out polar bear article. Have volunteers read out loud. Students underline and highlight.

Tell students they are going to learn a new reading strategy to help them understand something they read.

Do a 3-2-1 Strategy Chart on Board

3 Things We Discovered

2 Interesting Things

1 Question We Still Have

Discuss

Reading out loud (discuss the positive/negatives of this approach)

Differentiation of article (for grades and ability levels) – reading and writing level

Trying Out the 3-2-1 Strategy Chart

Divide students into 8 groups, each with an animal from below:

Hedge Hogs

Using the online 3-2-1 Chart, read and fill it out.

http://tinyurl.com/mfzkk

Throughout the activity, discuss:

What would you do if kids finished early?
What would you do with the weak reader?
How could you zero in further on this topic (ask them to find three things about the animal’s diet or habitat).
What is the teacher doing during this part of the lesson?

When they’re done, pair and share (discuss- why do this?)

Assessment

http://www.readwritethink.org/lesson_images/lesson951/rubric.pdf

Could you change this into a Jigsaw Activity? How?

Follow-up activity using technology. Using your animal facts, create a brochure:

http://interactives.mped.org/view_interactive.aspx?id=110&title=

Self-Assessment

http://tinyurl.com/gduqa

Think about this activity through a Constructivist Lens

* This activity is from: http://tinyurl.com/qhg3y

Interacting With Non-Fiction

How could you use the following graphic organizers to help students lift info from an article or from non-fiction text?

http://www.eduplace.com/graphicorganizer/

Picture Walk

Display the pictures and elicit predictions and responses to the illustrations from the students. (you can cover the text with post-it notes)

Gather students around to prepare for the first read-aloud.

Ask: what comes to mind when you hear the word ________? Write response son chart paper. What made you think of that? (eliciting background knowledge of students)
Show book cover- ask for predictions concerning what the book will be about.
Tell them that you’re going to “read” the book by looking at the illustrations. As you go through the illustration ask: “What do you think this picture is telling us about worms? What makes you say that? Do you think this is something we should add to our list of facts?"
If students want to add fictional info rather than fact, ask "Do you think that situation could really happen? Why or why not?" When your done review the list of facts. Talk about what they predicted correctly.

During the second session you will read the story- point out that last time you looked at the facts.

Questions to ask while reading:

"What do you think will happen?"
Why did the worm family spend their day on the sidewalk?"
"This reminds me of when I was in school and forgot to do my homework. I felt the same way that…”
"I wonder why the mom said that."
"How do you think ______ feels?"
"Can you think of any other things that might be bad about being a _____?”
"Which one of these reasons for being a ______is the best? Why?"

Invite students' responses to the book. What was your favorite part? What made you laugh? What parts could really happen and what parts couldn't happen?

Follow Up

Summarize the story using (let students know that as you read the story, you want them to listen for information that can be placed on this graphic organizer- Encourage students to raise their hands when they hear something else that should be added to the organizer.):

http://tinyurl.com/ghj56

Or using a concept map:

http://tinyurl.com/jrwvz

CREATED BY BRENDA DYCK

UNIVERSITY OF ALBERTA