Overview

Purpose

To ensure that students know what they are being asked to do, create opportunities for students to reflect on the way mathematical questions are presented, and equip students with tools used to negotiate meaning (Kelemanik, Lucenta & Creighton, 2016). This routine supports reading comprehension, sense-making, and meta-awareness of mathematical language. It also supports negotiating information in a text in a text with a partner in mathematical conversation. 

Click on the button below to learn more about MLR6: Three Reads

Adapted from Los Angeles County Office of Education: Using the California English Learner Roadmap Teacher Toolkit