This strategy requires scholars to read a math scenario three times with a different goal each time. The first read is to understand the context of the word problem. The second read is to understand the mathematics. This steps allows scholars time to digest the text and began to develop possible operations or formulates they may use to answer the question. The third read is to elicit inquiry questions based on the scenario. Click the link to review the protocol in its entirety.

Why would I use this strategy?

The Three Read Protocol is designed to engage students in sense-making of language-rich math problems or tasks. It deepens student understanding by surfacing linguistic as well as mathematical clues. It focuses attention on the importance of understanding problems rather than rapidly trying to solve them. It allows for the use of authentic, instead of overly simplified, text. This strategy also allows for natural differentiation within a class of diverse learners.

When do I use this strategy?

This strategy can be used for math tasks that include complex language structures or language that lends itself to a variety of interpretations. While this is a particularly useful strategy for English Language Learners, all students can benefit from the deeper understanding of word problem structures and open-ended questioning.

How do I use this strategy?

The Three Read Protocol uses the “problem stem” of a word problem. This is essentially the word problem without the question at the end. The purpose of presenting the problem stem alone is to have students focus on the contextual and mathematical information before dealing with any question that is involved. This gives students the freedom to create their own questions for a given scenario, which is an excellent skill to develop both in math and in reading in general. It is important that the teacher choose the problem carefully and anticipate potential linguistic and mathematical roadblocks the students may encounter. 

Students work in groups to solve a question based on the problem stem. The teacher may assign a specific question for all groups to answer, or groups may choose a question from the list asked by the class. If groups are asked to choose their own questions, it is important that the teacher circulate and clarify expectations for the work. This can be an opportunity to differentiate the math work because the range of possible questions to a problem stem is broad. 

Reach out to the Math Department Via email if additional support is needed at math@apslearns.org