ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Reading Informational Texts Using the 3-2-1 Strategy
|Grades||K – 2|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Three 45- to 60-minute sessions|
Students will demonstrate comprehension of an informational article read from a magazine using the 3-2-1 strategy.
|1.||Write the topic of the article you are using on the board or on chart paper (for example, polar bears) [see Preparation, Step 2]. Ask students to share what they already know about this topic. Record what they share under the heading (for example, they are white, they live in cold climates).
|2.||Pass out a copy of the article you selected to each student. Make sure that each student has a pencil or highlighter as well.
|3.||Have students volunteer to read parts of the article aloud to the class.
|4.||After reading the text, tell students that they are going to learn a special strategy that they can use to help them understand something they read. The strategy is called 3-2-1.
|5.||Inform students that in the next session they will be using the 3-2-1 strategy to read some magazine articles on their own.
|1.||Review with students the 3-2-1 strategy introduced in Session 1.
|2.||Tell students that they will each be selecting and reading an article from a magazine and using the 3-2-1 strategy to understand what they read.
|3.||Pass out at least one magazine or a selection of articles to each student (see Preparation, Step 1) and give students time to browse through the magazines to select an article. Allow students to share with one another during this process through conversation and trading magazines as needed.
|4.||After students have selected their articles, have them access the interactive 3-2-1 Strategy Chart online (or, if computers are not available, distribute a blank copy to each student). Have them complete the top of the chart by typing their name, date, and the title and source of their article.
|5.||Allow time for students to read their articles.
|6.||As students finish reading, have them work on completing the remainder of the 3-2-1 Strategy Chart. Remind students to print their chart when they are finished.
|7.||If some students finish before the end of the session, have them draw an illustration on the back of their 3-2-1 Strategy Chart to go along with their topic.
|8.||Monitor the students' reading and writing and provide assistance as needed.
When all students have completed their 3-2-1 Strategy Charts, allow time for them to share what they learned from reading their articles with one another in small groups or as a whole class.
- Have students research answers to the questions they still have.
- Ask students to use the 3-2-1 strategy for a homework assignment or as a book report.
- Modify the strategy for a specific text or topic, requiring students to read for particular information. For example, if you are reading a text about polar bears, ask students to list three things they discovered about the polar bear's diet.
- Have students use the strategy when reading classroom magazines, such as Weekly Reader.
- Assign students to write a report, and then have students read one another's reports using the 3-2-1 strategy.
Comprehension of the informational text read may be assessed through the students’ responses on the 3-2-1 Strategy Chart using the Informational Text & 3-2-1 Strategy: Assessment Rubric. You may also have students complete the 3-2-1 Strategy: Self-Assessment Sheet.