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 r...