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3 Read Protocol

I was introduced to this close reading strategy for math problems in an AVID math class focusing on discourse. 

It is important that the teacher choose a problem carefully and be prepared to discuss difficulties that the students may bump up against. As a counter-example to this, I chose a problem for my ELL inclusion class last year in which students were asked to find the volume of a silo. I did not take into account that students would need to be exposed to what a silo was. It was perfectly fine to spend time discussing what silos were and what shape they resembled. However, I was not prepared to review this quickly which caused a loss of flow in the 3-Read protocol. Make sure you have thought of what problems might arise from the word problems you choose. 

The protocol has 3 close reads. There is a bit of teacher work on the front end to remove and reintroduce the word problem.  


1. First Read: the problem is read for CONTEXT. Numbers are removed; questions are removed. Students make sure they understand the situation. Q: What is the situation about?  


2. Second Read: the problem is read to understand the numbers. Here, the numbers are returned. Students think about the numbers and if they change anything about what was presented. Q: What do the numbers mean? How are they related? 


3. Third Read: the problem is read to think about what mathematical question could be answered. This third read is to think about what has been given and what is missing. Students generate questions that could be answered using the information in the problem. Q: What question could we be asked about? 


Once the questions have been generated and shared the actual prompt is presented for students to solve.

Here is are some resources for you. 
San Francisco Public Schools
Barbara Blanke/Math Learning Center
Edutopia with video



 


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Location: Kansas City, MO, USA

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