Reading Informational Texts Using the 3-2-1 Strategy

Overview

From Theory to Practice

OVERVIEW

Being able to read informational texts effectively is a fundamental quality of successful readers. In this lesson, students in grades K-2 learn to use the 3-2-1 strategy, which involves writing about three things they discovered, two things they found interesting, and one question they still have. After teacher modeling, students read a magazine article independently and use the 3-2-1 strategy to comprehend what they read. This strategy can be adapted and used with older students as well.

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FROM THEORY TO PRACTICE

Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004). Engaging students with text: The 3-2-1 strategy. The Reading Teacher, 58(4), 381–384.

Good readers use effective strategies when reading to help them comprehend text. The 3-2-1 strategy requires students to summarize key ideas from the text and encourages them to think independently. First, students write about three things they discovered. Next, they write about two things they found interesting. Last, they write one question they still have. This strategy can be used while reading a variety of texts to actively and meaningfully engage students with the text.

Kletzien, S., & Dreher, M.J. (2004). Informational text in K–3 classrooms: Helping children to read and write. Newark, DE: International Reading Association.

Evidence exists that supports the need for primary teachers to use informational texts in their classrooms. Teaching students effective strategies to use while reading informational texts can greatly assist students in comprehending what they read.

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