Embedded Files
To encourage students to focus on essential information and key ideas in a text and to allow the teacher to quickly assess students’ reading comprehension and interpretation skills.
STEPS:
TEXT SELECTION AND ESTABLISHING PURPOSE: Choose a text that aligns with your instructional goal and determine the purpose.
READ AND MARK THE TEXT: Have students read and mark it according to the information they should collect for the 3-2-1 Graphic organizer. The goal is to encourage active reading instead of a passive reading of the text.
READ AND RESPOND: Have students complete the reading and work through the graphic organizer by writing responses to each of the prompts.
COLLABORATE: Follow up by conducting partner, small group, and/or a class discussion using the information on the 3-2-1 graphic organizer. This is an important step to help students determine whether they share the same understanding of the text and to clarify misunderstandings or misreadings. Support students in arriving at consensus for each of the 3-2-1 prompts.
SCAFFOLDS:
Model the process as a large group and complete the 3-2-1 organizer together.
Jigsaw the different prompts in the graphic organizer in small groups.
EXTENSION:
First, students read to determine THREE themes, main points/claims, areas of confusion, etc. Second, compare all their individual ideas in a partnership or small group and choose TWO of the ideas that are common or representative of the group. Third, discuss and then select ONE idea from the two that is more significant or emblematic of the text.
List THREE literary pieces where characters displayed hubris (pride or self-confidence), choose TWO characters from any of those three texts who displayed hubris, and add ONE supporting text reference for each character.
VIDEO:
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